本文關(guān)鍵詞：以提高批判性思維為導(dǎo)向的大學(xué)英語寫作翻轉(zhuǎn)課堂研究　出處：《中北大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

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【摘要】：科技與互聯(lián)網(wǎng)的進(jìn)一步發(fā)展將我們帶入了一個(gè)大數(shù)據(jù)的信息科技時(shí)代,教學(xué)與科技的結(jié)合也成為一種必然的趨勢(shì)。從最傳統(tǒng)的教學(xué)到多媒體教學(xué),再到翻轉(zhuǎn)課堂,這些教學(xué)變革都受到了科技信息化的影響。翻轉(zhuǎn)課堂,這一變革式的教學(xué)模式,顛覆了以往的課堂教學(xué)結(jié)構(gòu),課堂不再是教師的“一言堂”,更是學(xué)生展示自己的場(chǎng)所。學(xué)生可以通過身邊的電子設(shè)備,實(shí)現(xiàn)課前有重點(diǎn)的學(xué)習(xí),課上充分解惑,從而實(shí)現(xiàn)高效課堂教學(xué)。通過對(duì)國內(nèi)外以往文獻(xiàn)的研究分析,發(fā)現(xiàn)對(duì)批判性思維與英語寫作關(guān)系的研究與翻轉(zhuǎn)課堂模式在我國大學(xué)英語中的應(yīng)用研究較多,缺乏將以上三者整合起來的相關(guān)研究。因此,筆者將以提高學(xué)生批判性思維為出發(fā)點(diǎn)進(jìn)行英語寫作翻轉(zhuǎn)課堂的研究,旨在探索可以更加有效提高學(xué)生寫作思辨能力的課堂教學(xué)模式,從而使學(xué)生輸出思辨性較強(qiáng)的文章。本次研究的對(duì)象為太原工業(yè)學(xué)院2015級(jí)應(yīng)用化學(xué)專業(yè)的一個(gè)自然班,共39名學(xué)生(14名女生,25名男生),實(shí)驗(yàn)周期為16周。具體研究問題如下:1.大學(xué)英語寫作翻轉(zhuǎn)課堂對(duì)學(xué)生的思辨傾向有何影響?2.大學(xué)英語寫作翻轉(zhuǎn)課堂對(duì)于學(xué)生英語寫作中思辨能力提升的效果如何?3.寫作翻轉(zhuǎn)課堂在教學(xué)實(shí)踐中的影響因素有哪些?如何優(yōu)化寫作翻轉(zhuǎn)課堂以提升學(xué)生的思辨能力?本次研究所使用的研究工具有調(diào)查問卷、寫作測(cè)試、半結(jié)構(gòu)性訪談和反思。筆者分別在學(xué)期初和學(xué)期末對(duì)研究對(duì)象進(jìn)行問卷調(diào)查,測(cè)試其思辨傾向變化,并結(jié)合每個(gè)教學(xué)單元進(jìn)行一次寫作測(cè)試,記錄學(xué)生在寫作中思辨能力的變化趨勢(shì)。此外,根據(jù)學(xué)生學(xué)期末思辨能力的高中低三個(gè)水平,筆者從中各隨機(jī)抽取2名學(xué)生進(jìn)行訪談,并于每周進(jìn)行一次反思。從訪談和反思中所獲得的定性數(shù)據(jù)將用于回答本研究的第三個(gè)問題。所有定量數(shù)據(jù)均通過SPSS 17.0進(jìn)行統(tǒng)計(jì)學(xué)分析。研究結(jié)果表明:1.以提升思辨能力為導(dǎo)向的寫作翻轉(zhuǎn)課堂教學(xué)模式對(duì)學(xué)生的思辨傾向有積極影響,其中分析性和認(rèn)知成熟度提升顯著。2.學(xué)生寫作中思辨能力各維度均取得了顯著性提高,其中,清晰度這一維度提升顯著,理據(jù)和論證兩個(gè)維度間具有密切的相關(guān)性。3.寫作翻轉(zhuǎn)課堂在教學(xué)實(shí)踐中的制約因素主要有學(xué)生的主觀因素(課前學(xué)習(xí)效果,課堂活動(dòng)參與度,對(duì)手機(jī)的自控力,適應(yīng)能力),學(xué)生人數(shù)、課堂活動(dòng)設(shè)計(jì)以及微課設(shè)計(jì)。另外,研究發(fā)現(xiàn)思維導(dǎo)圖,頭腦風(fēng)暴,小組寫作,限時(shí)寫作和教師批判性反饋更有利于提升學(xué)生思辨能力。事實(shí)證明,翻轉(zhuǎn)課堂與大學(xué)英語寫作教學(xué)的結(jié)合有利于改善學(xué)生批判性思維薄弱的現(xiàn)狀。本研究對(duì)大學(xué)英語寫作教學(xué)研究今后的發(fā)展具有一定積極的參考價(jià)值。
[Abstract]:The further development of science and technology and the Internet has brought us into an information technology era of big data, the combination of teaching and technology has become an inevitable trend, from the most traditional teaching to multimedia teaching. Then to the flip classroom, these teaching changes are all affected by the information of science and technology. The flipping classroom, this kind of reform teaching mode, subverts the former classroom teaching structure, the classroom is no longer the teacher's "arbitrariness". It is also the place where students show themselves. Students can use the electronic equipment around them to realize the key study before class and fully solve their doubts in class. Through the research and analysis of the domestic and foreign literature, it is found that there are many researches on the relationship between critical thinking and English writing and the application of flipping classroom model in college English in our country. Therefore, the author will take the critical thinking of the students as the starting point to carry out the study of English writing flipping classroom. The purpose of this paper is to explore a classroom teaching model which can improve students' writing thinking ability more effectively. The subjects of this study are a natural class of applied chemistry in the year 2015 of Taiyuan Institute of Technology, with a total of 39 students and 14 girls and 25 boys. The experimental period is 16 weeks. The specific research questions are as follows: 1. What effect does the flipping class of college English writing have on students' speculative tendencies? 2. What is the effect of college English writing flipping class on the improvement of students' thinking ability in English writing? 3. What are the influential factors of writing turnover classroom in teaching practice? How to optimize the writing flipping class in order to enhance students' speculative ability? The research tools used in this study include questionnaires, writing tests, semi-structured interviews and reflections. The author conducted questionnaires at the beginning of the semester and the end of the semester to test the changes of their speculative tendencies. Combining with each teaching unit, a writing test was conducted to record the trend of students' thinking ability in writing. In addition, according to the students' thinking ability at the end of the semester, there were three levels of thinking ability in senior high school. The author selected 2 students randomly from each middle school for interviews. Qualitative data obtained from interviews and reflections will be used to answer the third question in this study. All quantitative data are passed through SPSS. The result of the study shows that the writing turnover classroom teaching model, which is directed at improving thinking ability, has a positive effect on students' speculative tendency. Among them, analysis and cognitive maturity are significantly improved. 2. Students' thinking ability in writing has achieved significant improvement in each dimension, among which, clarity is a significant dimension. Motivation and argumentation between the two dimensions have a close correlation .3.Writing flipping classroom in the teaching practice of the main constraints are students' subjective factors (pre-class learning effect, participation in classroom activities. Self-control, adaptability, student numbers, classroom activity design, and microcourse design. In addition, the study found mind maps, brainstorming, and group writing. Time limited writing and critical feedback from teachers are more conducive to improving students' speculative ability. The combination of flipping class and college English writing teaching is helpful to improve the current situation of students' critical thinking. This study has some positive reference value for the future development of college English writing teaching research.
【學(xué)位授予單位】：中北大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：H319.3;G434

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