本文選題：思辨模型　切入點：大學(xué)生　出處：《吉林大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：本研究采用斯特拉·科特雷爾的“思辨:知識、技能和態(tài)度”問卷,從三個維度對大學(xué)生進行思辨測量,同時在相關(guān)學(xué)者的研究基礎(chǔ)上構(gòu)建起一個與思辨三個維度相一致的研究框架,作為評估大學(xué)生英語議論文中思辨技能的參照。本研究同時以大學(xué)生英語議論文作為切入點,采用思辨技能和普通評估兩項評估標(biāo)準(zhǔn)分別對學(xué)生的英語議論文進行評分,考察學(xué)生英語議論文中體現(xiàn)出的思辨技能運用情況及其英語議論文寫作水平。在此基礎(chǔ)上,本課題對大學(xué)生思辨問卷結(jié)果、英語議論文中展現(xiàn)出的思辨技能運用情況及其英語議論文寫作水平三者之間的相關(guān)性進行了探究。本研究中的兩個研究問題如下:(1)中國大學(xué)生思辨能力及其英語議論文中思辨技能實際運用情況現(xiàn)狀如何?(2)大學(xué)生思辨能力、其英語議論文中思辨技能實際運用情況及英語議論文寫作水平之間存在何種關(guān)系?本研究的發(fā)現(xiàn)如下。大學(xué)生思辨問卷結(jié)果顯示,超過三分之二的學(xué)生對自己的思辨(批判性思維)表現(xiàn)為‘有信心’,然而,仍存在將近三分之一的學(xué)生對自己的思辨缺乏信心。受試學(xué)生總體在思辨態(tài)度方面表現(xiàn)最好,知識和技能維度也都顯示良好,但考慮受試學(xué)生來自重點大學(xué),且其英語議論文普通評估一項顯示受試者的英語議論文寫作水平良好,因此,綜合考量得出的結(jié)論是,受試學(xué)生的思辨能力還有很大的提高空間。本研究同時發(fā)現(xiàn),大學(xué)生思辨問卷結(jié)果、相應(yīng)英語議論文中展現(xiàn)出的思辨技能運用情況及其英語議論文寫作水平三者之間的相關(guān)性為:(1)學(xué)生英語議論文寫作水平與其思辨技能運用情況(議論文中)及與其思辨水平(問卷調(diào)查結(jié)果)之間均分別存在很強的正向相關(guān)關(guān)系,這表明學(xué)生的思辨技能及思辨總體水平對其英語議論文寫作水平均有積極影響。(2)學(xué)生英語議論文寫作水平與思辨的三個維度之間的相關(guān)系數(shù)從高到低依次為與技能、與知識及與態(tài)度,且作文水平與技能維度呈顯著正向相關(guān)關(guān)系,這表明學(xué)生英語議論文水平與思辨能力技能維度關(guān)聯(lián)性最為密切。(3)學(xué)生英語議論文中呈現(xiàn)的思辨技能與思辨三個維度的相關(guān)性從高到低依次為與知識、與技能及與態(tài)度,且作文水平與知識維度和技能維度均呈顯著正向相關(guān)關(guān)系,這表明學(xué)生英語議論文中的思辨技能運用情況與思辨的知識維度和技能維度關(guān)聯(lián)密切。根據(jù)以上研究發(fā)現(xiàn),本研究對思辨能力培養(yǎng)和英語議論文寫作教學(xué)實踐提出了幾點啟示:(1)對于國內(nèi)學(xué)生思辨情感傾向的培養(yǎng),思辨態(tài)度中與中國傳統(tǒng)文化相沖突的方面應(yīng)得到重視;(2)學(xué)生思辨能力培養(yǎng)的過程中,需適當(dāng)并持續(xù)不斷地輸入思辨知識(活化知識)與思辨技能;(3)學(xué)生英語議論文寫作的提高過程中,思辨技能以及活化知識的提升尤為重要;反之,在思辨能力的培養(yǎng)過程中,教學(xué)過程可與適當(dāng)?shù)挠⒄Z議論文寫作任務(wù)相結(jié)合,寫做任務(wù)既可當(dāng)作思辨練習(xí),也可作為思辨測試的方法。
[Abstract]:This study uses Stella Cotterell's "thinking: knowledge, skills and attitudes questionnaire", from the three dimensions of College Students' thinking and measurement, basic research in the relevant scholars to build up a consistent and speculative three dimensions of the research framework, as the evaluation reference papers in English argumentative thinking skills of students in this study. At the same time in college students' English argumentative as a starting point, the thinking skills and general evaluation of the two evaluation criteria of students' English argumentative score, students study English argumentative thinking skills and English argumentative writing level reflected in this paper. On this basis, the research on College Students' thinking questionnaire, English argumentative the correlation between the show and the thinking skills of English argumentative writing level three was explored in this study. Two The research questions are as follows: (1) Chinese college students thinking ability and thinking skills in English argumentative writing practice and how the status quo? (2) college students' thinking ability, the English argumentative thinking skills in actual use and what is the relation between the English argumentative writing level? The findings of this study are as follows. The survey results show that college students' thinking, more than 2/3 of the students on their own thinking (critical thinking) is "confident", however, there are still nearly 1/3 of the students for their lack of confidence thinking. The subjects in general students in the best speculative attitude, knowledge and skills dimensions also show good, but considering the students from key university. And the English argumentative evaluation shows a common subjects in English argumentative writing level is good, therefore, comprehensive consideration of the conclusion is that the subjects of speculation The ability to still have much room for improvement. This study also found that college students on the questionnaire results, the corresponding relationship between the English argumentative thesis shows the speculative skills and English argumentative writing level of three is: (1) students' English argumentative writing level and the use of speculative skills (Argumentation) and its the level of thinking (questionnaire) respectively. There is a positive correlation between the strong, which indicates that the thinking skills of students and the overall level of speculation on their English argumentative writing level has positive influence. (2) the correlation coefficient between the three dimensions of English argumentative writing level of students and speculative from high to low in turn with the skills and knowledge and attitude, and the level of writing skills and dimension was significantly positive correlation, which indicates that the students' English argumentative level and critical thinking skills dimensions most relevance Close. (3) the students present thinking skills and related thinking in three dimensions from high to low and knowledge on English and skills and attitude, and the dimension of knowledge and skills level of composition and dimensions have a significant positive correlation, which indicates that the students' English argumentative thinking in the application of skills work closely with the dimension of knowledge and skills related to dimension of speculation. According to the above findings, this study proposes some enlightenment of thinking ability and teaching practice of English Argumentative Writing: (1) for the cultivation of domestic students emotional thinking, thinking attitude and Chinese traditional culture conflicting aspects should be emphasized; (2 the process of cultivating students' critical thinking skills), properly and continuously input critical knowledge (activation knowledge) and thinking skills; (3) improving students English argumentative writing papers in the process, critical thinking skills and activation The promotion of knowledge is particularly important. On the contrary, in the process of cultivating the ability of thinking, the teaching process can be combined with the task of writing English argumentative writing. Writing tasks can be regarded as a critical exercise as well as a method of speculative testing.

【學(xué)位授予單位】：吉林大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3

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