在經(jīng)濟(jì)全球化和信息全球化的大背景下,批判性思維能力作為時(shí)代需要,也越來越受到教育界的重視。然而,目前高中英語教師普遍傾向于“填鴨式”的閱讀教學(xué)模式,一味地將詞匯學(xué)習(xí)、語法記憶、海量練習(xí)當(dāng)作高分法寶,而忽視了對(duì)學(xué)生批判性思維能力的培養(yǎng),也導(dǎo)致學(xué)生對(duì)英語閱讀的興致黯然,甚至將其視為負(fù)擔(dān)。經(jīng)過閱讀大量文獻(xiàn),筆者發(fā)現(xiàn)國內(nèi)外學(xué)者大多側(cè)重對(duì)批判性思維能力的理論研究,而對(duì)于真實(shí)課堂的實(shí)證研究卻寥寥無幾。因此,本研究對(duì)以閱讀課堂提問為媒介促進(jìn)學(xué)生批判性思維能力的發(fā)展進(jìn)行實(shí)證研究,并試圖回答以下幾個(gè)問題:首先,高中生批判性思維能力的現(xiàn)狀如何?其次,筆者所設(shè)計(jì)的以批判性思維為導(dǎo)向的閱讀提問能否促進(jìn)學(xué)生批判性思維能力以及閱讀能力的改善。最后,該閱讀提問教學(xué)方式能否提高學(xué)生對(duì)英語的閱讀興趣?本研究以互動(dòng)假說理論、建構(gòu)主義理論和批判性提問框架理論為理論依據(jù),選取了福州第四中學(xué)高一年級(jí)的（10）班和（11）兩個(gè)平行班進(jìn)行教學(xué)實(shí)踐。本次教學(xué)實(shí)驗(yàn)借助批判性思維能力問卷調(diào)查,閱讀興趣訪談以及批判性閱讀能力測試。實(shí)驗(yàn)結(jié)束后,用數(shù)據(jù)分析軟件SPSS 23.0對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行分析,得到以下主要結(jié)論:首先,目前高中學(xué)生批判性思維... 

【文章來源】：福建師范大學(xué)福建省

【文章頁數(shù)】：88 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
中文文摘
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose of the Research
    1.3 Significance of the Research
    1.4 Structure of the Research
Chapter Two Literature Review
    2.1 Defining Critical Thinking and Questioning
        2.1.1 Defining Critical Thinking
        2.1.2 Defining Questioning
    2.2 Theoretical Basis
        2.2.1 Interaction Hypothesis
        2.2.2 Critical Thinking Questioning Framework
        2.2.3 Constructivism
    2.3 Research on Critical Thinking Abroad and at Home
        2.3.1 Research on Critical Thinking Abroad
        2.3.2 Research on Critical Thinking at Home
    2.4 Research on Classroom Questioning Abroad and at Home
        2.4.1 Research on Classroom Questioning Abroad
        2.4.2 Research on Classroom Questioning at Home
    2.5 Research on the Relationship between Classroom Questioning and CriticalThinking Abroad and at Home
Chapter Three Methodology
    3.1 Hypotheses
    3.2 Subjects
    3.3 Procedure
    3.4 Teaching Design
    3.5 Instruments
        3.5.1 Critical Thinking Ability Questionnaire
        3.5.2 Reading Ability Test Paper
        3.5.3 Interview
    3.6 Data Collection
    3.7 Data Analysis
Chapter Four Results and Discussions
    4.1 Result and Discussion of the Questionnaire
        4.1.1 Result and Discussion of Pre-Questionnaire
        4.1.2 Result and Discussion of Post-Questionnaire
        4.1.3 Comparison of the Questionnaire Results
    4.2 Results and Discussions of the Reading Tests
        4.2.1 Result and Discussion of Pre-Test
        4.2.2 Result and Discussion of Post-Test
        4.2.3 Comparison of the Reading Test Results
    4.3 Result and Discussion of the Interview
Chapter Five Conclusions
    5.1 Major Findings of the Research
    5.2 Implications for English Reading Teaching
    5.3 Limitations of the Research
    5.4 Suggestions for Further Research
References
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
個(gè)人簡歷
Acknowledgement



本文編號(hào)：3533988