中國學(xué)生發(fā)展核心素養(yǎng)強(qiáng)調(diào)學(xué)生要具備能夠適應(yīng)時(shí)代發(fā)展的必備品格和能力,具體表現(xiàn)為六大能力:人文底蘊(yùn)、科學(xué)精神、學(xué)會(huì)學(xué)習(xí)、健康生活、責(zé)任擔(dān)當(dāng)、實(shí)踐創(chuàng)新。批判性思維,作為科學(xué)精神的一個(gè)重要表現(xiàn),是學(xué)生應(yīng)具有的一項(xiàng)重要思維能力,因此受到學(xué)者和教師們的廣泛關(guān)注。除此之外,批判性思維傾向,作為構(gòu)成批判性思維的一個(gè)重要組成部分,對(duì)個(gè)體的發(fā)展有舉足輕重的作用。由于英語閱讀教學(xué)具有延展性、多樣性和靈活性的特點(diǎn),因此英語閱讀教學(xué)可以作為培養(yǎng)學(xué)生批判性思維傾向的出發(fā)點(diǎn)。教師提問是一門教學(xué)藝術(shù),是實(shí)現(xiàn)課堂交流和完成教學(xué)目標(biāo)的催化劑。有效的教師提問可以引導(dǎo)學(xué)生探索未知世界,啟迪學(xué)生智慧,并促進(jìn)學(xué)生高階思維的發(fā)展。教師的提問多種多樣,且不同的類型對(duì)學(xué)生的影響也是不盡相同的。本研究擬解決以下三個(gè)問題:第一,初中生批判性思維傾向的情況如何?第二,英語課堂上不同的教師提問類型數(shù)量如何?第三,不同類型的教師提問與學(xué)生的批判性思維傾向之間有沒有相關(guān)性?如果有,程度如何?為解決以上研究問題,作者開展了為期三個(gè)月的探究。研究對(duì)象是銅川市第一中學(xué)的4名初二英語教師及191名學(xué)生。為保證研究信度和效度,首先,作者采用調(diào)查問卷對(duì)學(xué)生...

【文章頁數(shù)】：107 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
    1.3 Framework of the Thesis
Chapter Two Literature Review
    2.1 Teacher Questioning
        2.1.1 Definition of Teacher Questioning
        2.1.2 Types of Teacher Questioning
        2.1.3 Previous Studies on Teacher Questioning at Home and Abroad
    2.2 Critical Thinking Disposition
        2.2.1 Definition of Critical Thinking Disposition
        2.2.2 Measurement of Critical Thinking Disposition
        2.2.3 Previous Studies on Critical Thinking Disposition at Home and Abroad
    2.3 Studies on the Correlation Between Teacher Questioning and Critical Thinking at Home and Abroad
    2.4 Theoretical Framework
        2.4.1 Bloom's Taxonomy in Cognitive Domain
        2.4.2 Piaget's Cognitive Development Theory
    2.5 Summary
Chapter Three Methodology
    3.1 Research Questions
    3.2 Research Participants
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Classroom Observation
        3.3.3 Interview
    3.4 Research Procedures
    3.5 Data Collection and Analysis
Chapter Four Results and Discussion
    4.1 Students' Critical Thinking Disposition
        4.1.1 Results of Students' Critical Thinking Disposition from the Questionnaire
        4.1.2 Results of Students' Critical Thinking Disposition from the Interview
        4.1.3 Discussion on Students' Critical Thinking Disposition
    4.2 Teacher Questioning Types in English Reading Classes
        4.2.1 Results of Teacher Questioning Types from the Classroom Observation 51        4.2.2 Results of Teacher Questioning from the Interview
        4.2.2 Results of Teacher Questioning from the Interview
        4.2.3 Discussion on Teacher Questioning Types
    4.3 Correlation Between Teacher Questioning Types and Students' Critical Thinking Disposition
        4.3.1 Results of Correlation Between Teacher Questioning Types and Students' Critical Thinking Disposition
        4.3.2 Discussion on Correlation Between Teacher Questioning Types and Students' Critical Thinking Disposition
Chapter Five Conclusion
    5.1 Major Findings of the Study
    5.2 Implications of the Study
    5.3 Limitations and Suggestions of the Study
References
Appendices
    Appendix Ⅰ
    Appendix Ⅱ
    Appendix Ⅲ
    Appendix Ⅳ
攻讀碩士學(xué)位期間研究成果



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