本文選題：高中生　切入點：思辨能力　出處：《廣西師范大學》2017年碩士論文

【摘要】：近十多年來,思辨能力的培養(yǎng)引起了各國教育學家的重視。思辨能力既是一種思維技能,也是一種人格和氣質。思辨技能包括分析、推理、評價等方面的能力,而思辨人格傾向包括分析性、自信度、好奇心以及認知成熟度等特質。我國的高中英語新標準中也提出在高中英語教學中應著重培養(yǎng)學生的思辨能力和推理判斷能力。而高中英語教學中往往注重的是語言知識和語言技能,忽視了思辨能力的培養(yǎng)。鑒于此,本研究將思辨能力培養(yǎng)融入高中英語課堂教學中,通過多維度教學目標、豐富合理的教學內容、多元化教學方法、多樣化教學活動、科學合理的評價方式來培養(yǎng)學生的思辨能力,旨在能為高中英語教學改革提供可借鑒的教學案例。本研究選取了廣西玉林高中高一年級兩個平行班,共111名學生,在實驗前后分別用修訂版“加利福尼亞思辨技能量表”以及“加利福尼亞思辨傾向問卷”對控制組和實驗組的學生進行測量。本次研究問題如下:1)學生入學時思辨能力總體情況如何?實驗班與控制班學生的思辨能力有無差異?2)通過實驗,實驗組學生的思辨能力是否有所提高?實驗組與控制組學生的思辨能力有無顯著性差異?研究結果表明,剛進入高中階段的學生普遍具有積極的思辨傾向以及一定的思辨技能。經過一個學期的實驗教學后,無論在思辨傾向還是思辨技能上,實驗組的學生較控制組的學生都有所提高。總體而言,實驗組學生思辨能力傾向有所提高,七個維度中尋真性、開放性、分析性、系統(tǒng)性、成熟度有較顯著提高,好奇心以及自信心有略微提高。同時,實驗組的思辨技能也是總體有所提高,六個維度中除評估和推理有顯著提高外,其它叫個維度都有略微提高。此外,學期末的訪談結果也表明,學生對在英語教學中培養(yǎng)思辨能力的教學設計較為滿意,并認為其提高了他們的學習積極性。但由于研究者教學經驗有限以及實驗研究時間較短等因素,本研究還存在有不足之處,需要進一步改進。同時,教師和學生仍需在各個方面努力改善,從而提高高中生的思辨能力狀況。
[Abstract]:In the last ten years or so, the cultivation of speculative ability has attracted the attention of educators all over the world. Speculative ability is not only a kind of thinking skill, but also a kind of personality and temperament. Speculative skills include the ability of analysis, reasoning, evaluation and so on. And speculative personality tendencies include analytics, confidence, Curiosity and cognitive maturity, etc. In the new English standard of senior high school in our country, it is also proposed that the students' speculative ability and reasoning and judgment ability should be cultivated in high school English teaching. However, in senior high school English teaching, emphasis is often placed on the following aspects. Language knowledge and language skills, In view of this, this study integrates the cultivation of speculative ability into the English classroom teaching in senior high school. Through multi-dimensional teaching objectives, it enriches reasonable teaching contents, diversified teaching methods, and diversified teaching activities. The purpose of this study is to provide a case study for English teaching reform in senior high school. This study selected 111 students from two parallel classes of grade one in Yulin Senior High School in Guangxi Province. The control group and the experimental group were measured before and after the experiment with the revised California speculative skills scale and the California speculative disposition questionnaire. What is the overall situation of discernment? Is there any difference in the students' thinking ability between the experimental class and the control class? 2) through the experiment, do the students in the experimental group improve their thinking ability? Is there a significant difference in the ability of thinking between the experimental group and the control group? The results show that students who have just entered high school generally have positive speculative tendencies and certain speculative skills. After a semester of experimental teaching, whether in speculative tendencies or speculative skills, The students in the experimental group were better than those in the control group. In general, the students in the experimental group were more inclined to think, and found truth, openness, analysis, systematicness and maturity in the seven dimensions. Curiosity and self-confidence improved slightly. At the same time, the thinking skills of the experimental group were also improved as a whole. In addition to the six dimensions, except for the significant improvement in evaluation and reasoning, the other dimensions were also slightly improved. The results of the interview at the end of the semester also show that the students are satisfied with the teaching design of cultivating speculative ability in English teaching. However, due to the limited teaching experience of the researchers and the short time of experimental research, there are still some deficiencies in this study, which need to be further improved. Teachers and students still need to improve their thinking ability in every way.
【學位授予單位】：廣西師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：G633.41

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