發(fā)布時(shí)間：2024-02-19 18:36

　　《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017年版)》(教育部2018)將思維品質(zhì)列為英語(yǔ)學(xué)科核心素養(yǎng)之一,要求在英語(yǔ)教學(xué)中培養(yǎng)學(xué)生的思維品質(zhì)。作為一種可視化的圖形表征,思維導(dǎo)圖用具體的形象表達(dá)抽象的意義,該建構(gòu)過(guò)程能有效提高批判性思維水平。針對(duì)目前高中英語(yǔ)閱讀教學(xué)忽視對(duì)學(xué)生批判性思維能力培養(yǎng)的情況,本文探究基于思維導(dǎo)圖的英語(yǔ)閱讀教學(xué)對(duì)高中生批判性思維能力的影響�；谝陨媳尘�,本研究提出以下三個(gè)問題:1、目前高中生批判性思維能力的現(xiàn)狀如何?2、基于思維導(dǎo)圖的英語(yǔ)閱讀教學(xué)對(duì)高中生批判性思維能力的影響如何?3、基于思維導(dǎo)圖的英語(yǔ)閱讀教學(xué)對(duì)高中生批判性思維能力產(chǎn)生影響的原因是什么?本文采用實(shí)驗(yàn)研究的方法,實(shí)驗(yàn)對(duì)象是DY市某高中高一年級(jí)的兩個(gè)平行班,每個(gè)班均50人,實(shí)驗(yàn)周期為三個(gè)月。研究者在實(shí)驗(yàn)班用思維導(dǎo)圖進(jìn)行英語(yǔ)閱讀教學(xué),而在控制班采用傳統(tǒng)方式。研究工具為英語(yǔ)閱讀測(cè)試和訪談提綱。英語(yǔ)閱讀測(cè)試分為前測(cè)和后測(cè),閱讀測(cè)試結(jié)果由SPSS21.0進(jìn)行分析。訪談對(duì)象為實(shí)驗(yàn)班隨機(jī)選取的三位男生和三位女生,訪談結(jié)束后研究者將音頻轉(zhuǎn)化為文字。研究發(fā)現(xiàn):1、高中生批判性思維總體水平較低,尤其是評(píng)價(jià)和自我調(diào)節(jié)能力。2、基于思維...

【文章頁(yè)數(shù)】：103 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Mind Map
        2.1.1 Definition of Mind Map
        2.1.2 Empirical Studies of Mind Map Abroad
        2.1.3 Empirical Studies of Mind Map at Home
    2.2 Critical Thinking
        2.2.1 Definition of Critical Thinking
        2.2.2 Structure of Critical Thinking
        2.2.3 Empirical Studies of Critical Thinking Abroad
        2.2.4 Empirical Studies of Critical Thinking at Home
    2.3 Relationship between Mind map and Critical Thinking
        2.3.1 Empirical Studies on the Relationship between Mind Map and Critical ThinkingAbroad
        2.3.2 Empirical Studies on the Relationship between Mind Map and Critical Thinking atHome
Chapter Three Theoretical Basis
    3.1 Brain Science Theory
    3.2 Schema Theory
    3.3 Constructive Theory
Chapter Four Research Methodology
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 English Reading Test
        4.3.2 Interview Outline
    4.4 Research Procedures
        4.4.1 Preparation Stage
        4.4.2 Conducting Stage
            4.4.2.1 Teaching Procedures in the Experimental Class
            4.4.2.2 Teaching Procedures in the Controlled Class
        4.4.3 Post Experiment Stage
    4.5 Data Collection and Analysis
Chapter Five Results and Discussion
    5.1 Current Level of Senior High School Students’Critical Thinking Ability
        5.1.1 Results of English Reading Pre-test in EC and CC
        5.1.2 Interpretation and Discussion
    5.2 Effects of Mind Map-based English Reading Teaching on Critical Thinking Ability
        5.2.1 The Effect on General Critical Thinking ability
        5.2.2 The Effect on Six Components of Critical Thinking ability
    5.3 Reasons for the Effects of Mind Map-based English Reading Teaching on CriticalThinking Ability
        5.3.1 Results of Interviews
        5.3.2 Interpretation and Discussion
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Research Limitations
    6.4 Suggestions for Further Research
References
AppendixⅠEnglish Reading Pre-test
Appendix ⅡEnglish Reading Post-test
Appendix Ⅲ English Reading Scores of Pre-test in EC
Appendix Ⅳ English Reading Scores of Pre-test in CC
Appendix Ⅴ English Reading Scores of Post-test in EC
Appendix Ⅵ English Reading Scores of Post-test in CC
Appendix Ⅶ Interview Outline
Appendix Ⅷ Interview Transcriptions
Acknowledgements



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