主題式CBI對非英語專業(yè)大學生思辨力影響的實證研究
發(fā)布時間：2018-10-30 13:59
【摘要】：思辨力就是能夠?qū)κ挛镞M行分析推理、質(zhì)疑評價的能力。當前社會競爭日益激烈,思辨力在個人的發(fā)展中起著不容忽視的作用。大學英語作為一門通識課,擔負著培養(yǎng)學生思辨力的重任。但是,長期的應試教育以傳授、記憶知識為主,忽略了對學生思辨力的培養(yǎng),客觀上造成了學生的思辨缺席。主題式CBI是一種將語言學習與主題內(nèi)容學習相結(jié)合的外語教學理念,主張以學生為中心,注重學生思維發(fā)展。目前,關于主題式CBI對非英語專業(yè)大學生思辨力影響的研究還很少。因此,本研究將主題式CBI應用于大學英語教學,旨在探究該教學模式對非英語專業(yè)大學生思辨力的影響。本研究以山東青年政治學院82名電子商務專業(yè)大一學生為對象,在實驗班進行主題式CBI教學,在控制班進行傳統(tǒng)式英語教學。研究采用批判性思維能力測試(葉玉珠,2003)對兩組被試實驗前和實驗后的思辨力進行測量,并在實驗前采用大學英語四級測試,對實驗班學生的英語水平進行測定,根據(jù)成績將實驗班的學生分為高、中、低三組,最后運用SPSS 22.0對收集的數(shù)據(jù)進行處理和分析。本研究主要回答以下三個問題:1、主題式CBI對非英語專業(yè)大學生思辨力是否有影響?2、主題式CBI對思辨力的五個分項能力的影響是否存在差異?3、主題式CBI對高、中、低水平學生的思辨力的影響是否存在差異?依據(jù)研究結(jié)果得出的研究結(jié)論為:主題式CBI對非英語專業(yè)大學生思辨力存在顯著影響,在一定程度上可以促進學生思辨力的發(fā)展;主題式CBI對思辨力的五個分項能力的影響存在差異,對辨認假設、歸納、演繹三項能力的影響格外顯著;主題式CBI對高、中、低水平學生的思辨力的影響存在差異,對低分組、中分組的影響大于高分組。根據(jù)上述研究結(jié)果,作者為大學英語教學提出了相應的教學建議,同時指出了本研究的局限性,并為今后的研究提出了相應的建議。
[Abstract]:Speculative power is the ability to analyze and reason things and question evaluation. Nowadays, social competition is becoming more and more fierce, and speculative power plays an important role in the development of individuals. College English, as a general course, bears the important task of cultivating students' speculative ability. However, the long-term examination-oriented education focuses on imparting and memorizing knowledge, neglecting the cultivation of students' speculative ability, and objectively causing students' speculative absence. Thematic CBI is a kind of foreign language teaching idea which combines language learning with subject content learning. It advocates student-centered and pays attention to the development of students' thinking. At present, there are few researches on the influence of topic CBI on non-English majors. Therefore, this study applies themed CBI to college English teaching in order to explore the influence of this teaching model on the thinking ability of non-English majors. In this study, 82 freshmen majoring in electronic commerce in Shandong Youth Institute of political Science were enrolled in this study. The subjects of this study were CBI teaching in the experimental class and traditional English teaching in the control class. The critical thinking ability test (Ye Yuzhu, 2003) was used to measure the speculative ability of the two groups before and after the experiment, and the CET-4 test was used before the experiment to measure the students' English proficiency in the experimental class. According to the results, the students in the experimental class were divided into three groups: high, middle and low. Finally, SPSS 22. 0 was used to process and analyze the collected data. This study mainly answers the following three questions: 1. Does themed CBI affect the thinking ability of non-English majors? (2) is there any difference in the influence of themed CBI on the five sub-competence of speculative ability? Is there any difference in the influence of the thinking ability of the low level students? The conclusions are as follows: thematic CBI has a significant influence on the thinking ability of non-English majors and can promote the development of students' speculative ability to a certain extent; The influence of thematic CBI on the five sub-abilities of speculative power is different, and the influence of the three abilities of identifying hypotheses, induction and deduction is particularly significant. The influence of themed CBI on the thinking ability of high, middle and low level students is different, and the effect on low group and middle group is greater than that on high score group. Based on the above findings, the author puts forward corresponding teaching suggestions for college English teaching, points out the limitations of this study, and puts forward corresponding suggestions for future research.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
本文編號：2300195
[Abstract]:Speculative power is the ability to analyze and reason things and question evaluation. Nowadays, social competition is becoming more and more fierce, and speculative power plays an important role in the development of individuals. College English, as a general course, bears the important task of cultivating students' speculative ability. However, the long-term examination-oriented education focuses on imparting and memorizing knowledge, neglecting the cultivation of students' speculative ability, and objectively causing students' speculative absence. Thematic CBI is a kind of foreign language teaching idea which combines language learning with subject content learning. It advocates student-centered and pays attention to the development of students' thinking. At present, there are few researches on the influence of topic CBI on non-English majors. Therefore, this study applies themed CBI to college English teaching in order to explore the influence of this teaching model on the thinking ability of non-English majors. In this study, 82 freshmen majoring in electronic commerce in Shandong Youth Institute of political Science were enrolled in this study. The subjects of this study were CBI teaching in the experimental class and traditional English teaching in the control class. The critical thinking ability test (Ye Yuzhu, 2003) was used to measure the speculative ability of the two groups before and after the experiment, and the CET-4 test was used before the experiment to measure the students' English proficiency in the experimental class. According to the results, the students in the experimental class were divided into three groups: high, middle and low. Finally, SPSS 22. 0 was used to process and analyze the collected data. This study mainly answers the following three questions: 1. Does themed CBI affect the thinking ability of non-English majors? (2) is there any difference in the influence of themed CBI on the five sub-competence of speculative ability? Is there any difference in the influence of the thinking ability of the low level students? The conclusions are as follows: thematic CBI has a significant influence on the thinking ability of non-English majors and can promote the development of students' speculative ability to a certain extent; The influence of thematic CBI on the five sub-abilities of speculative power is different, and the influence of the three abilities of identifying hypotheses, induction and deduction is particularly significant. The influence of themed CBI on the thinking ability of high, middle and low level students is different, and the effect on low group and middle group is greater than that on high score group. Based on the above findings, the author puts forward corresponding teaching suggestions for college English teaching, points out the limitations of this study, and puts forward corresponding suggestions for future research.
【學位授予單位】：山東師范大學
【學位級別】：碩士
【學位授予年份】：2017
【分類號】：H319.3
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