批判性思維即批判性思考,旨在決定我們信念與行動(dòng)的合理性,反思性的思考方式。作為一種理想的教育結(jié)果和職業(yè)屬性,批判性思維在國(guó)內(nèi)外教育界受到了廣泛的關(guān)注。近年來(lái),在二語(yǔ)習(xí)得方面,越來(lái)越多的專(zhuān)家、學(xué)者和一線教師,意識(shí)到批判性思維的重要性。本文只對(duì)批判性技能進(jìn)行了解和研究。在英語(yǔ)課堂中,恰當(dāng)?shù)慕處熖釂?wèn)不僅可以檢驗(yàn)學(xué)生的基本語(yǔ)言知識(shí)和技能,還可以促進(jìn)學(xué)生批判性思維的發(fā)展。迄今為止,國(guó)內(nèi)外很多專(zhuān)家和教師對(duì)教師提問(wèn)和批判性思維進(jìn)行了深入的研究,然而將教師提問(wèn)和批判性思維培養(yǎng),兩者結(jié)合的研究卻不多。因此,給本文的作者留下了繼續(xù)研究的空間。批判性思維包含批判性知識(shí)、批判性技能和批判性傾向。本文擬從教師提問(wèn)的類(lèi)型以及提問(wèn)對(duì)學(xué)生批判性思維技能的培養(yǎng)出發(fā),著重討論以下三個(gè)問(wèn)題:1.初中英語(yǔ)教師對(duì)批判性思維的了解狀況如何?2.教師課堂提問(wèn)的主要類(lèi)型是什么?3.課堂各類(lèi)型問(wèn)題是否有利于學(xué)生批判性思維技能的培養(yǎng)?作者對(duì)巴中市高級(jí)中學(xué),初三年級(jí)的三名英語(yǔ)教師的英語(yǔ)課堂,進(jìn)行了為期三個(gè)月的觀察。課堂觀察主要集中在初中閱讀課。同時(shí),結(jié)合問(wèn)卷和訪談,對(duì)研究問(wèn)題進(jìn)行了深入的探究。最后通過(guò)數(shù)據(jù)的收集、整理和分析得出以下研究結(jié)果... 

【文章來(lái)源】：四川師范大學(xué)四川省

【文章頁(yè)數(shù)】：68 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Structure of the Study
Chapter Two Literature Review
    2.1 Teacher Questioning
        2.1.1 Definitions of Teacher Questioning
        2.1.2 Types of Teacher Questioning
    2.2 Critical Thinking Skills
        2.2.1 Definitions of Critical Thinking
        2.2.2 Critical Thinking Skills
    2.3 The Correlation between Teacher Questioning and Critical Thinking Skills
    2.4 Related Studies on Teacher Questioning and Critical Thinking in China andAbroad
        2.4.1 Studies on Teacher Questioning in China and Abroad
        2.4.2 Studies on Critical Thinking in China and Abroad
Chapter Three Methodology
    3.1 Research Questions
    3.2 Participants
    3.3 Research Methods
        3.3.1 Classroom Observation
        3.3.2 Semi-structured Interview
        3.3.3 Questionnaire
    3.4 Procedures
    3.5 Data Collection and Analysis
Chapter Four Results and Discussions
    4.1 Teachers’ general Understanding and Viewpoints towards Critical Thinking
    4.2 Question Types and Cognitive Levels
    4.3 Questions and the Cultivation of Students' critical Thinking Skills
        4.3.1 Interpretation
        4.3.2 Analysis
        4.3.3 Evaluation
        4.3.4 Inference
        4.3.5 Explanation
        4.3.6 Self-regulation
Chapter Five Conclusion and Implication
    5.1 Research Findings
    5.2 Implications
    5.3 Limitations of This Study
    5.4 Suggestions for the Further Study
Bibliography
Appendix I
Appendix Ⅱ
Acknowledgements



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