主題式CBI對非英語專業(yè)大學(xué)生思辨力影響的實(shí)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(jìn)行分析推理、質(zhì)疑評價的能力。當(dāng)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(xué)英語作為一門通識課,擔(dān)負(fù)著培養(yǎng)學(xué)生思辨力的重任。但是,長期的應(yīng)試教育以傳授、記憶知識為主,忽略了對學(xué)生思辨力的培養(yǎng),客觀上造成了學(xué)生的思辨缺席。主題式CBI是一種將語言學(xué)習(xí)與主題內(nèi)容學(xué)習(xí)相結(jié)合的外語教學(xué)理念,主張以學(xué)生為中心,注重學(xué)生思維發(fā)展。目前,關(guān)于主題式CBI對非英語專業(yè)大學(xué)生思辨力影響的研究還很少。因此,本研究將主題式CBI應(yīng)用于大學(xué)英語教學(xué),旨在探究該教學(xué)模式對非英語專業(yè)大學(xué)生思辨力的影響。本研究以山東青年政治學(xué)院82名電子商務(wù)專業(yè)大一學(xué)生為對象,在實(shí)驗(yàn)班進(jìn)行主題式CBI教學(xué),在控制班進(jìn)行傳統(tǒng)式英語教學(xué)。研究采用批判性思維能力測試(葉玉珠,2003)對兩組被試實(shí)驗(yàn)前和實(shí)驗(yàn)后的思辨力進(jìn)行測量,并在實(shí)驗(yàn)前采用大學(xué)英語四級測試,對實(shí)驗(yàn)班學(xué)生的英語水平進(jìn)行測定,根據(jù)成績將實(shí)驗(yàn)班的學(xué)生分為高、中、低三組,最后運(yùn)用SPSS 22.0對收集的數(shù)據(jù)進(jìn)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(xué)生思辨力是否有影響?2、主題式CBI對思辨力的五個分項(xiàng)能力的影響是否存在差異?3、主題式CBI對高、中、低水平學(xué)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(xué)生思辨力存在顯著影響,在一定程度上可以促進(jìn)學(xué)生思辨力的發(fā)展;主題式CBI對思辨力的五個分項(xiàng)能力的影響存在差異,對辨認(rèn)假設(shè)、歸納、演繹三項(xiàng)能力的影響格外顯著;主題式CBI對高、中、低水平學(xué)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(xué)英語教學(xué)提出了相應(yīng)的教學(xué)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(yīng)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(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)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(xué)位授予單位】：山東師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：H319.3
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 曲蕾;王宇;;大學(xué)英語課堂教學(xué)中CBI主題依托教學(xué)模式的建構(gòu)[J];外語學(xué)刊;2016年04期
2 江友君;;基于主題式CBI模式的高職英語口語教學(xué)實(shí)證研究[J];海外英語;2016年07期
3 鄒紹艷;高秀雪;;大學(xué)英語教學(xué)中思辨能力培養(yǎng)的現(xiàn)狀調(diào)查——一項(xiàng)基于反思性問卷的研究[J];外語研究;2015年03期
4 嚴(yán)姣蘭;;大學(xué)英語教學(xué)中學(xué)生思辨能力的培養(yǎng)[J];教育理論與實(shí)踐;2014年30期
5 謝彩虹;;利用現(xiàn)有教材進(jìn)行大學(xué)英語CBI主題教學(xué)模式的實(shí)證研究[J];海外英語;2014年13期
6 陳冬純;;CBI理念下的大學(xué)英語教學(xué)與教師專業(yè)發(fā)展[J];外語電化教學(xué);2014年02期
7 劉曉民;;論大學(xué)英語教學(xué)思辨能力培養(yǎng)模式構(gòu)建[J];外語界;2013年05期
8 袁平華;;依托學(xué)科內(nèi)容的大學(xué)英語教學(xué)對學(xué)生學(xué)習(xí)動機(jī)及焦慮感的影響[J];解放軍外國語學(xué)院學(xué)報;2012年03期
9 曹佩升;;大學(xué)英語CBI主題教學(xué)模式有效性的實(shí)驗(yàn)研究[J];外語電化教學(xué);2012年03期
10 阮全友;;構(gòu)建英語專業(yè)學(xué)生思辨能力培養(yǎng)的理論框架[J];外語界;2012年01期
，本文編號：2300195
本文鏈接：http://sikaile.net/waiyulunwen/yingyulunwen/2300195.html
最近更新
教材專著
