批判性思維被稱之為二十一世紀(jì)學(xué)生接受高等教育和工作準(zhǔn)備中所必需的學(xué)習(xí)和創(chuàng)新技能之一。什么是批判性思維,批判性思維為何重要以及如何發(fā)展批判性思維是批判性思維研究領(lǐng)域內(nèi)的三個(gè)主要研究方向。如何將理論中的批判性思維轉(zhuǎn)化為課堂中可見的批判性思維是教師最關(guān)注的問題。本研究旨在探討高中英語讀寫結(jié)合教學(xué)對學(xué)生批判性思維培養(yǎng)的可行性和有效性。為此,研究采用了控制組-實(shí)驗(yàn)組前后測實(shí)驗(yàn)設(shè)計(jì),以讀寫結(jié)合教學(xué)為教學(xué)干預(yù)手段,恩尼斯-維爾批判性思維寫作測試為批判性思維測量工具,使用獨(dú)立樣本t檢驗(yàn)來分析高中英語讀寫結(jié)合教學(xué)對學(xué)生批判性思維培養(yǎng)是否有顯著影響。研究結(jié)果表明,讀寫結(jié)合教學(xué)能有效地培養(yǎng)高中生的批判性思維。同時(shí),讀寫結(jié)合教學(xué)對測試項(xiàng)目中包含的不同的批判性思維傾向和能力影響不同。最后研究者建議今后的類似研究應(yīng)擴(kuò)大學(xué)生樣本,增加實(shí)驗(yàn)時(shí)間以增強(qiáng)研究結(jié)果的后續(xù)推廣。

【文章頁數(shù)】：99 頁

【學(xué)位級別】：碩士

【文章目錄】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter 1 Introduction
    1.1 Background
    1.2 Purpose of the Study
    1.3 Significance of the Study
        1.3.1 Theoretical Significance
        1.3.2 Practical Significance
    1.4 Research Questions
    1.5 Organization
Chapter 2 Literature Review
    2.1 Critical Thinking (CT)
        2.1.1 Definition of CT
        2.1.2 CT Dispositions and Abilities
        2.1.3 Instruction of CT
        2.1.4 Assessment of CT
    2.2 Theories of Learning and Teaching
    2.3 Theories of Reading
    2.4 Theories of Writing
    2.5 Reading and Writing Relationships
    2.6 Integrated Reading and Writing (IRW)
    2.7 CT and Integrated Reading and Writing (IRW)
    2.8 Theoretical Framework
        2.8.1 Bloom’s Taxonomy
        2.8.2 Socratic Questioning
Chapter 3 Methodology
    3.1 Research Design
        3.1.1 Participants
        3.1.2 Intervention
        3.1.3 Instrument
    3.2 Procedure of the Study
    3.3 Data Collection and Analysis
Chapter 4 Results
    4.1 Pre-test Results for Experimental Group and Control Group
    4.2 Post-test Results for Control Group and Experimental Group
    4.3 Pre-test and Post-test Results for Experimental Group
    4.4 Pre-test and Post-test Results for Control Group
    4.5 Interview Results
        4.5.1 Interview Results for Experimental Group
        4.5.2 Interview Results for Control Group
Chapter 5 Conclusion
    5.1 Discussion
        5.1.1 The Effect of Integrated Reading and Writing on Students’ CT
        5.1.2 The Affected CT Dispositions and Abilities
        5.1.3 The Growth in CT for Control Group Students
    5.2 Pedagogical Implication of the Study
    5.3 Limitation of the Study
    5.4 Recommendations for Future Research
REFERENCES
APPENDIX
    Appendix Ⅰ: Integrated reading and writing worksheet
    Appendix Ⅱ: The Ennis-Weir Critical Thinking Essay Test
    Appendix Ⅲ: Interview Guidelines



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