思辨能力在高中英语阅读中的培养探索

发布时间：2024-02-20 13:08

　　2017年颁布了新的高中英语课程标准,其中核心素养部分对学生的思维品质提出了更高的要求。作为思维品质的扩展和延伸的思辨能力再次受到了关注。此外,黄源深分别在1998年和2010年两次提到中国外语界的思辨缺失情况明显。这种情况的影响体现在方方面面,因此,学生思辨能力的培养和提高值得给予足够的重视,并需要充分融合在英语教学中。本文通过使用三维教学目标,思维导图,创造思考的课堂环境,建立教学和学习反思日志,教学评价多样性等方法在英语阅读课中培养学生的思辩能力,旨在为高中英语阅读的思辨研究提供可借鉴的教学案例。本研究选取山东某一高中高一十班作为实验对象,在实验前后分别对十班的46名同学进行了加利福尼亚思辨倾向测试和加利福尼亚思辨技能测试,观察他们实验前后的思辨能力的变化。此外,作者还分别用实验之前的月考阅读理解成绩和试验之后的月考成绩进行了对比分析,以观察思辨能力的变化与英语阅读理解之间的关系。本次实验研究的问题如下(1)高中生的思辨能力的现状是怎样的?(2)实验之后思辨能力发生了哪些变化?(3)这些思辨能力的变化在学生的英语阅读理解中是如何体现的?本研究的假设是在实验之前学生有一定的思辨能力...

【文章页数】：105 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
Chapter 1 Introduction
    1.1 The Background of the Study
    1.2 The Objectives of the Study
    1.3 The Significance of the Study
    1.4 The Structure of the Study
Chapter 2 Literature Review
    2.1 The Theoretical Studies of the Critical Thinking Ability
        2.1.1 The Model of the Critical Thinking Ability
        2.1.2 The Assessment of the Critical Thinking Ability
    2.2 The Studies of the Critical Thinking Ability in English Reading Teaching
        2.2.1 Studies Abroad
        2.2.2 Studies at Home
Chapter 3 Theoretical Foundation
    3.1 The Definition
    3.2 The Bloom's Taxonomy of Educational Objectives
    3.3 The Discourse Analysis
Chapter 4 Research Methodology
    4.1 Research Questions and Hypothesis
    4.2 Research Subject
    4.3 Research Instrument
        4.3.1 Interview
        4.3.2 The California Critical Thinking Disposition Inventory
        4.3.3 The California Critical Thinking Skills Test
    4.4 Research Procedure
    4.5 English Teaching Design
        4.5.1 Multi-dimensional Teaching Aims
        4.5.2 Mind Mapping
        4.5.3 Diversification of Teaching Evaluation
        4.5.4 The Reflective Journal on Education and Teaching
        4.5.5 Classroom Atmosphere For Students' Thinking
    4.6 Case of Teaching
    4.7 Data Collection and Analysis
Chapter 5 Result and Discussion
    5.1 Discussions Based on the Interview
    5.2 Results of the California Critical Thinking Disposition Inventory
        5.2.1 The Changes of Seven Sub-scales of Students' Critical Thinking Disposition
        5.2.2 Paired-Samples Statistics on Critical Thinking Disposition
    5.3 Results of the California Critical Thinking Skills Test
        5.3.1 The Changes of Six Sub-scales of Students' Critical Thinking Skills
        5.3.2 Paired-Samples Statistics on Critical Thinking Skills
    5.4 Correlation Between the Critical Thinking Ability and English Reading Proficiency
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Implications
    6.3 Limitations
    6.4 Suggestions
Reference
Appdenix 1:The California Critical Thinking Disposition Inventory
Appendix 2:The California Critical Thinking Skills Test
Appendix 3:The Outline of the Interview
Appendix 4:Two Monthly English Tests
Appendix 5:The Pre-and post-test Results of the California Critical Thinking Disposition Inventory
Appendix 6:The Pre-and post-test Results of the California Critical Thinking Skills Test
Appendix 7:The Pre-and post-test Scores for Reading Comprehension
Acknowledgements



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