關(guān)于初中英語閱讀中質(zhì)疑如何促進批判性思維的實證研究
發(fā)布時間：2023-10-17 18:57
課堂提問是英語閱讀教學中的一項基本教學策略,是培養(yǎng)學生批判性思維能力的一種方法。這就是為什么一個好的老師善于提問,特別是那些認知要求很高的問題。在回答問題時學生會被鼓勵在認知上進行更高層次的思考,從而提高他們的認知思維能力。具有批判性思維能力的學生比那些缺乏批判性思維能力的學生更能應(yīng)付他們在英語閱讀過程中遇到的挑戰(zhàn)。通過在批判思維下有意識的進行批判性閱讀,學生可以表達自己的獨立觀點,從而培養(yǎng)獨立思維的能力。當前我國課堂提問研究及其對學生批判性思維培養(yǎng)的影響與國外在這方面的研究相比,其深度和廣度是非常有限的。事實上,這些研究大多是最近才開始的。由于國內(nèi)研究在這一領(lǐng)域的差距,本論文旨在通過探究英語閱讀教學中的課堂問題如何影響初中生批判性思維的發(fā)展來彌補這一不足。本論文基于皮亞杰的認知發(fā)展理論和布盧姆的認知層次分類法和雙過程理論作為其概念框架,并結(jié)合當前初中階段英語閱讀教學存在的嚴重缺陷,尤其是對學生批判性思維的的培養(yǎng)缺失進行分析。通過問卷調(diào)查、課堂觀察、教學實驗、前測和后測以及訪談,本文試圖回答以下三個問題:一、初中英語課堂提問的現(xiàn)狀和問題是什么?二、初中生批判性思維能力培養(yǎng)的現(xiàn)狀和問題是...
【文章頁數(shù)】：70 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
1.1 Research background
1.2 Research questions
1.3 Research Significance
1.4 Thesis framework
Chapter Ⅱ Literature review
2.1 Introduction of the Chapter
2.2 Studies on critical thinking abroad and at home
2.2.1 Studies on critical thinking abroad
2.2.2 Studies on Critical thinking at home
2.3 Studies on classroom questions abroad and at home
2.3.1 Studies on classroom questions abroad
2.3.2 Studies on classroom questions at home
2.4 Studies on Integration of critical thinking and classroom questioning
2.4.1 Studies on Integration of critical thinking and classroom questioning abroad
2.4.2 Studies on Integration of critical thinking and classroom questions at Home
2.5 Theoretical framework
2.5.1 Theory of cognitive development
2.5.2 Dual-process Theory
2.6 Summary of literature Review
Chapter Ⅲ Methodology
3.1 Hypotheses
3.2 Research subjects
3.3 Research methods
3.4 Research instruments
3.4.1 Questionnaires
3.4.2 Classroom observations
3.4.3 Test
3.4.4 Interview of English teachers
3.5 Procedure of Teaching experiment
Chapter Ⅳ Results and Discussion
4.1 Results and discussion of Questionnaire
4.2 Results and discussion of Pre-test and post-test
4.3 Results and discussion of Observation
4.4 Result and discussion of the Interview of English Teachers
Chapter Ⅴ Conclusion
5.1 Main findings of the study
5.2 Pedagogical Implication
5.3 The limitation of this study
5.4 Suggestion for further research
References
Appendix Ⅰ: Questionnaire
Appendix Ⅱ: Teachers Interview
ACKNOWLEDGMENT
本文編號：3854824
【文章頁數(shù)】：70 頁
【學位級別】：碩士
【文章目錄】：
Abstract
摘要
Chapter Ⅰ Introduction
1.1 Research background
1.2 Research questions
1.3 Research Significance
1.4 Thesis framework
Chapter Ⅱ Literature review
2.1 Introduction of the Chapter
2.2 Studies on critical thinking abroad and at home
2.2.1 Studies on critical thinking abroad
2.2.2 Studies on Critical thinking at home
2.3 Studies on classroom questions abroad and at home
2.3.1 Studies on classroom questions abroad
2.3.2 Studies on classroom questions at home
2.4 Studies on Integration of critical thinking and classroom questioning
2.4.1 Studies on Integration of critical thinking and classroom questioning abroad
2.4.2 Studies on Integration of critical thinking and classroom questions at Home
2.5 Theoretical framework
2.5.1 Theory of cognitive development
2.5.2 Dual-process Theory
2.6 Summary of literature Review
Chapter Ⅲ Methodology
3.1 Hypotheses
3.2 Research subjects
3.3 Research methods
3.4 Research instruments
3.4.1 Questionnaires
3.4.2 Classroom observations
3.4.3 Test
3.4.4 Interview of English teachers
3.5 Procedure of Teaching experiment
Chapter Ⅳ Results and Discussion
4.1 Results and discussion of Questionnaire
4.2 Results and discussion of Pre-test and post-test
4.3 Results and discussion of Observation
4.4 Result and discussion of the Interview of English Teachers
Chapter Ⅴ Conclusion
5.1 Main findings of the study
5.2 Pedagogical Implication
5.3 The limitation of this study
5.4 Suggestion for further research
References
Appendix Ⅰ: Questionnaire
Appendix Ⅱ: Teachers Interview
ACKNOWLEDGMENT
本文編號：3854824
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