發(fā)布時(shí)間：2025-02-09 15:45

　　現(xiàn)今,批判性思維已成為一項(xiàng)重要技能,近年來(lái)在國(guó)內(nèi)外英語(yǔ)界被廣泛提及。但相對(duì)來(lái)說(shuō),國(guó)內(nèi)的批判性思維能力的研究主要集中在高等教育,中學(xué)教育中的批判性思維能力提及較少。筆者在高中起始年級(jí)的英語(yǔ)教學(xué)中發(fā)現(xiàn),學(xué)生有問(wèn)題不敢問(wèn)不會(huì)問(wèn),只是被動(dòng)地回答教師的提問(wèn),思維僵化,不善表達(dá)更不會(huì)發(fā)散思維。因此筆者嘗試在課堂教學(xué)中運(yùn)用學(xué)生提問(wèn)、教師引導(dǎo)輔助作為一種教學(xué)方式,提升學(xué)生的分析、推斷、評(píng)價(jià)等批判性思維能力。本研究以布魯姆的教學(xué)目標(biāo)分類學(xué)理論和皮亞杰的認(rèn)知發(fā)展理論為框架,以2015級(jí)高一兩個(gè)班的學(xué)生作為研究對(duì)象,針對(duì)開(kāi)學(xué)之初的學(xué)生不敢問(wèn)、不想問(wèn)、不會(huì)問(wèn),筆者為此進(jìn)行了為期四個(gè)月的有針對(duì)性的“生問(wèn)式”教學(xué)。通過(guò)實(shí)驗(yàn)班“生問(wèn)式”教學(xué)和控制班傳統(tǒng)的“問(wèn)答式”教學(xué)的比較,分析兩種教學(xué)法在一定的教學(xué)階段后對(duì)于學(xué)生批判性思維能力的影響。主要的研究問(wèn)題有:①“生問(wèn)式”教學(xué)模式在操作一段時(shí)間后對(duì)高中學(xué)生的批判性思維能力有何作用?②“生問(wèn)式”教學(xué)模式在一段時(shí)間操作后,學(xué)生的批判性思維各個(gè)維度的表現(xiàn)如何?③相對(duì)于傳統(tǒng)的“問(wèn)答式”教學(xué),學(xué)生們對(duì)“生問(wèn)式”教學(xué)有何種態(tài)度和看法?針對(duì)研究問(wèn)題,本研究采用定量和定性相結(jié)合的研究方法,...

【文章頁(yè)數(shù)】：88 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance and objectives of the study
    1.3 Outline of the thesis
Chapter Two Literature Review
    2.1 Key terms and related concepts
        2.1.1 Traditional Question-and-Answer Approach
        2.1.2 Students' Questioning-oriented Instruction
            2.1.2.1 Definition of Students' Questioning-oriented Instruction
            2.1.2.2 Procedure and structure of Students' Questioning-oriented Instruction
        2.1.3 Critical thinking
            2.1.3.1 Definition of critical thinking
            2.1.3.2 Issues of critical thinking
    2.2 Theories review of this study
        2.2.1 Bloom's taxonomy of educational objectives
            2.2.1.1 Knowledge dimension
            2.2.1.2 Knowledge process dimension
        2.2.2 Cognitive development theory
    2.3 Previous empirical studies on questioning in class abroad and in China
        2.3.1 Previous empirical studies on questioning in class abroad
        2.3.2 Previous empirical studies on questioning in class in China
    2.4 Previous empirical studies on critical thinking abroad and in China
        2.4.1 Previous empirical studies on critical thinking abroad
        2.4.2 Previous empirical studies on critical thinking in China
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research designs
        3.2.1 Experiment
            3.2.1.1 Participants
            3.2.1.2 Instruments
            3.2.1.3 Treatment
            3.2.1.4 Data collection
        3.2.2 Questionnaire
            3.2.2.1 Subjects
            3.2.2.2 Instruments
            3.2.2.3 Data collection
            3.2.2.4 Data analysis
        3.2.3 Interview
            3.2.3.1 Subjects
            3.2.3.2 Instruments
            3.2.3.3 Data collection
            3.2.3.4 Data analysis
Chapter Four Results and Discussion
    4.1 Effects of Students' Questioning-oriented Instruction on students' critical thinking ability
    4.2 Performances of students in different dimensions of critical thinking
    4.3 Attitudes and opinions of students on Students' Questioning-oriented Instruction
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
        5.2.1 Implications for teachers
        5.2.2 Implications for students
    5.3 Limitations of the study
    5.4 Suggestions for future study
References
附錄Ⅰ:批判性思維調(diào)查問(wèn)卷
附錄Ⅱ:前測(cè)閱讀試卷
附錄Ⅲ:后測(cè)閱讀試卷
附錄Ⅳ:基于傳統(tǒng)問(wèn)答式教學(xué)設(shè)計(jì)
附錄Ⅴ:基于生問(wèn)式教學(xué)設(shè)計(jì)
攻讀學(xué)位期間發(fā)表的學(xué)術(shù)論文



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