發(fā)布時間：2021-08-22 00:17

　　培養(yǎng)思辨能力是現(xiàn)代人才培養(yǎng)的重要目標,也是國內(nèi)外語教學(xué)研究領(lǐng)域不可避免的趨勢。鑒于語言與思維不可分割的密切關(guān)系,閱讀作為語言輸入重要的形式,被視為是培養(yǎng)學(xué)生思辨能力的有效手段。目前來講,國內(nèi)的學(xué)者大多數(shù)更關(guān)注在閱讀課堂中培養(yǎng)學(xué)生的思辨能力,而忽略了拓展閱讀的作用。作為課堂閱讀的補充和延伸,拓展閱讀能夠在特定的話題中提供更多的語言輸入和更廣闊的閱讀視角。它能夠使學(xué)生鞏固課堂所學(xué)的知識并且激發(fā)學(xué)生更深層次的思考。本研究以文秋芳層級思辨能力框架為基礎(chǔ),進行了通過英語拓展閱讀來培養(yǎng)初中生思辨能力的行動研究。研究主要探討了以下兩個問題:1.英語拓展閱讀對初中生思辨能力的認知傾向有何影響?2.英語拓展閱讀對初中生思辨能力的情感傾向有何影響?筆者在2019年9月到12月之間進行了為期12周的行動研究,選取了沈陽市某中學(xué)八年七班的40名學(xué)生作為研究對象,并以調(diào)查問卷,訪談,閱讀理解測試和思辨能力傾向測試作為研究工具。此行動研究共包括兩輪,每輪都由發(fā)現(xiàn)問題,制定行動計劃,實施行動計劃,反思與評價四個步驟構(gòu)成。研究結(jié)果表明,將思辨能力培養(yǎng)與拓展閱讀中的問題和活動相結(jié)合是一個有效培養(yǎng)學(xué)生思辨能力的方式。運用... 

【文章來源】：沈陽師范大學(xué)遼寧省

【文章頁數(shù)】：121 頁

【學(xué)位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Study
    1.2 Significance of the Study
    1.3 Purpose of the Study
    1.4 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Critical Thinking Skills
        2.1.1 Definition of Critical Thinking Skills
        2.1.2 Models of Critical Thinking Skills
        2.1.3 Assessment of Critical Thinking Skills
    2.2 Extended Reading
        2.2.1 Definition of Extended Reading
        2.2.2 Features of Extended Reading
        2.2.3 Functions of Extended Reading
    2.3 Relationship between Developing Critical Thinking Skills and ExtendedReading
    2.4 Action Research
        2.4.1 Definition of Action Research
        2.4.2 Features of Action Research
        2.4.3 Procedures of Action Research
    2.5 Previous Studies on Developing Critical Thinking Skills at Home andAbroad
        2.5.1 Previous Studies Abroad
        2.5.2 Previous Studies at Home
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Subjects
    3.3 Instruments
        3.3.1 Questionnaires
        3.3.2 Interviews
        3.3.3Tests
        3.3.4 Critical Thinking Dispositions Inventory
    3.4 Data Collection and Analysis
        3.4.1 Data Collection and Analysis of the Questionnaires
        3.4.2 Data Collection and Analysis of the Interviews
        3.4.3 Data Collection and Analysis of the Tests
        3.4.4 Data Collection and Analysis of the CTDI
Chapter 4 The First-Round Action research
    4.1 Identifying Problems
    4.2 Making the Action Plan
    4.3 Implementing the Action Plan
    4.4 Reflection and Evaluation
        4.4.1 Analysis of the Results of the Questionnaires
        4.4.2 Analysis of the Results of the Interviews
        4.4.3 Analysis of the Results of the Tests
        4.4.4 Analysis of the Results of the CTDI
    4.5 Summary of Major Achievements and Problems
        4.5.1 Major Achievements
        4.5.2 Major Problems
Chapter 5 The Second-Round Action research
    5.1 Identifying Problems
    5.2 Adjusting the Action plan
    5.3 Implementing the Action Plan
    5.4 Reflection and Evaluation
        5.4.1 Analysis of the Results of the Questionnaires
        5.4.2 Analysis of the Results of the Interviews
        5.4.3 Analysis of the Results of the Tests
        5.4.4 Analysis of the Results of the CTDI
    5.5 Summary of Major Achievements and Problems
        5.5.1 Major Achievements
        5.5.2 Major Problems
    5.6 Discussion of Research Questions
        5.6.1 Discussion on the Effects of Extended Reading on the Developmentof Students’Cognitive Dispositions of Critical Thinking Skills
        5.6.2 Discussion on the Effects of Extended reading on the Developmentof Students’Affective Dispositions of Critical Thinking Skills
Chapter 6 Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations of the Study
    6.4 Suggestions for Further Research
References
Appendix A
Appendix B
Appendix C
Appendix D
Appendix E



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