英語專業(yè)碩士研究生思辨能力的變化趨勢研究
發(fā)布時間：2018-11-27 10:21
【摘要】：思辨能力作為現(xiàn)代教育的重要培養(yǎng)目標之一,近年來受到了國內(nèi)外的廣泛關(guān)注。國內(nèi)學(xué)術(shù)界普遍認為外語專業(yè)學(xué)生思辨缺席,并為解決這一問題開展了大量的研究。然而研究對象集中于英語專業(yè)本科生,極少關(guān)注英語專業(yè)碩士研究生這一群體。盡管碩士研究生思辨能力培養(yǎng)的必要性和重要性得到廣泛認同,但是國內(nèi)相關(guān)研究大都從宏觀角度理論層面探究培養(yǎng)方法,很少關(guān)注某一具體學(xué)科碩士研究生思辨能力發(fā)展狀況,并且缺乏實證支持。有關(guān)英語專業(yè)碩士研究生的思辨能力的研究極少,且大都在某一課程內(nèi)通過行動研究探索思辨能力培養(yǎng)的具體措施,尚缺少從整個英語專業(yè)碩士研究生教育的宏觀角度探究培養(yǎng)方法的相關(guān)研究。為了彌補這一不足,本文將通過測量英語專業(yè)碩士研究生各個年級的思辨能力水平,描述英語專業(yè)的碩士研究生思辨能力的年級變化趨勢,探究變化趨勢背后的原因,以期從教師教學(xué)層面為英語專業(yè)研究生思辨能力的培養(yǎng)提供具有針對性的建議。本文以山東省某所師范院校英語專業(yè)碩士研究生為研究對象。其中學(xué)術(shù)型研究生共85名,分別來自研一、研二、研三三個年級;專業(yè)型研究生共97名,分別來自研一、研二兩個年級。歷年英語專業(yè)碩士研究生入學(xué)分數(shù)大致一致,各個年級之間并無顯著差異。首先,以思辨技能問卷以及思辨傾向問卷為研究工具,對英語專業(yè)碩士研究生思辨技能與思辨傾向進行數(shù)據(jù)收集。其中,思辨技能包括分析、評價、推理三個維度;思辨傾向包括尋求真理、思想開放性、分析性、系統(tǒng)性、自信心、好奇心、成熟度七個維度。隨后運用SPSS20,通過描述性統(tǒng)計、單因素方差分析以及獨立樣本T檢驗,對問卷數(shù)據(jù)進行統(tǒng)計性分析。然后,根據(jù)數(shù)據(jù)結(jié)果,隨機選取10名學(xué)生進行半結(jié)構(gòu)式訪談,進行質(zhì)化分析,以為量化結(jié)果做出補充。研究結(jié)果顯示:第一,英語專業(yè)學(xué)術(shù)型研究生的總體思辨技能隨著年級的升高呈上升趨勢,三個年級之間存在顯著性差異。研一與研二之間的差異大于研二與研三之間,但這兩種差異均不存在顯著性。說明英語專業(yè)學(xué)術(shù)型研究生的思辨技能進步明顯,二年級的進步幅度大于三年級,但并無發(fā)展關(guān)鍵期。英語專業(yè)學(xué)術(shù)型研究生的三個思辨技能維度隨著年級的升高均呈上升趨勢。三個年級兩兩比較發(fā)現(xiàn),只有研一與研三在推理維度上存在顯著性差異,分析、評價維度上均不存在顯著性差異,說明只有推理技能進步明顯。第二,英語專業(yè)專業(yè)型研究生的思辨技能隨著年級的升高呈上升趨勢。兩個年級在總體技能以及各維度上均不存在顯著性差異。說明英語專業(yè)專業(yè)型研究生的思辨技能有所進步,但并不明顯。第三,英語專業(yè)學(xué)術(shù)型研究生的思辨傾向隨著年級的增長呈現(xiàn)“正V型”變化趨勢。就各維度而言,思想開放性與成熟度呈“正V型”變化趨勢,分析性與自信心呈“倒V型”變化趨勢,尋求真理與系統(tǒng)性呈下降趨勢,好奇心呈上升趨勢。每兩個年級之間在總體思辨傾向以及各維度上均無顯著性差異,說明三年學(xué)術(shù)型研究生教育對其思辨傾向的發(fā)展并無明顯影響。第四,英語專業(yè)專業(yè)型研究生的思辨傾向隨著年級的升高呈下降趨勢。就各維度而言,思想開放性及成熟度呈上升趨勢以外,其他各維度均呈下降趨勢。兩個年級在總體思辨傾向以及各維度上均無顯著性差異,說明專業(yè)型研究生的思辨傾向有小幅退步,但并不明顯。本文依據(jù)研究發(fā)現(xiàn),從教學(xué)方式、課程設(shè)置、師生關(guān)系、評價方式以及論文指導(dǎo)五個方面提出建議,以促進英語專業(yè)的碩士研究生思辨能力的發(fā)展。然而本研究也存在一定的局限性:研究對象僅來自一所學(xué)校;研究對象不是同一批學(xué)生;未測量一年級學(xué)生入學(xué)時的思辨能力。今后的研究可以彌補這些不足,深入全面地進行研究。
[Abstract]:As one of the important training objectives of modern education, speculative ability has been widely concerned at home and abroad in recent years. The domestic academic circles generally believe that foreign language professional students are absent, and a great deal of research has been carried out to solve the problem. However, the research object is focused on the undergraduates of English major, and it is very rare to pay attention to this group of the master's degree of English major. Although the necessity and importance of the cultivation of the ability of the master's post-graduate students are widely recognized, most of the relevant research in the country is to explore the cultivation method from the perspective of the macro-angle, with little attention to the development of the thinking ability of the master's master in a particular subject, and the lack of empirical support. The research on the thinking ability of the graduate students of English major is very little, and most of them have explored the specific measures of the cultivation of the thinking ability through the action research in a certain course, and the related research of the cultivation method from the macro-angle of the whole master's post-graduate education of the English major is lacking. In order to make up for this deficiency, this paper will describe the grade change trend of the different grades of the master's degree of the major in English major by measuring the level of the different grades of the master's degree in the master's degree, and explore the reasons behind the change trend. The aim of this paper is to provide a specific suggestion from the teaching level of the teacher to the cultivation of the college students' thinking ability. In this paper, a master's degree of English major in a normal university of Shandong province is the subject of the study. Among them, there are 85 academic-type postgraduates from the first, the second and the third grade respectively; 97 of the specialized graduate students are from the first and the second grades respectively. There is no significant difference between the grades of the master's master's degree in the calendar year. First of all, the data collection is carried out on the thinking skills and the thinking tendency of the master's degree of English major in the form of the thinking skill questionnaire and the thinking-based questionnaire as the research tool. Among them, the thinking skills include three dimensions: analysis, evaluation and reasoning; the thinking of thinking includes seeking truth, opening the mind, analyzing, systematicness, self-confidence, curiosity and maturity. The questionnaire data were then statistically analyzed by means of descriptive statistics, single-factor analysis of variance, and independent sample T-test using the SPSS20. Then, according to the data results, 10 students were randomly selected for semi-structured interview, and the qualitative analysis was carried out to supplement the quantitative results. The results of the study show that the overall thinking skill of the academic postgraduates of the first and the English majors is on the rise with the rising of the grade, and there is a significant difference between the three grades. The difference between the research one and the second one is greater than that between the research two and the research three, but there is no significant difference between the two differences. It is clear that the progress of the second year's progress is higher than that of the third grade, but there is no key period of development. The three different skill dimensions of the major academic postgraduates of English major have been on the rise with the rise of grade. It is found that there is no significant difference in the three grades in the three grades, and there is no significant difference in the analysis and evaluation dimension, and only the progress of reasoning skill is obvious. Second, the thought-out skill of the major-type graduate of English major is on the rise with the rise of grade. There was no significant difference between the overall skills and the dimensions in both grades. It is not obvious that the thinking skills of the major-class graduate students of English major have made progress. Third, the speculative tendency of the academic postgraduates of the English major has a tendency to change the 鈥減ositive V-type鈥，
本文編號：2360401
[Abstract]:As one of the important training objectives of modern education, speculative ability has been widely concerned at home and abroad in recent years. The domestic academic circles generally believe that foreign language professional students are absent, and a great deal of research has been carried out to solve the problem. However, the research object is focused on the undergraduates of English major, and it is very rare to pay attention to this group of the master's degree of English major. Although the necessity and importance of the cultivation of the ability of the master's post-graduate students are widely recognized, most of the relevant research in the country is to explore the cultivation method from the perspective of the macro-angle, with little attention to the development of the thinking ability of the master's master in a particular subject, and the lack of empirical support. The research on the thinking ability of the graduate students of English major is very little, and most of them have explored the specific measures of the cultivation of the thinking ability through the action research in a certain course, and the related research of the cultivation method from the macro-angle of the whole master's post-graduate education of the English major is lacking. In order to make up for this deficiency, this paper will describe the grade change trend of the different grades of the master's degree of the major in English major by measuring the level of the different grades of the master's degree in the master's degree, and explore the reasons behind the change trend. The aim of this paper is to provide a specific suggestion from the teaching level of the teacher to the cultivation of the college students' thinking ability. In this paper, a master's degree of English major in a normal university of Shandong province is the subject of the study. Among them, there are 85 academic-type postgraduates from the first, the second and the third grade respectively; 97 of the specialized graduate students are from the first and the second grades respectively. There is no significant difference between the grades of the master's master's degree in the calendar year. First of all, the data collection is carried out on the thinking skills and the thinking tendency of the master's degree of English major in the form of the thinking skill questionnaire and the thinking-based questionnaire as the research tool. Among them, the thinking skills include three dimensions: analysis, evaluation and reasoning; the thinking of thinking includes seeking truth, opening the mind, analyzing, systematicness, self-confidence, curiosity and maturity. The questionnaire data were then statistically analyzed by means of descriptive statistics, single-factor analysis of variance, and independent sample T-test using the SPSS20. Then, according to the data results, 10 students were randomly selected for semi-structured interview, and the qualitative analysis was carried out to supplement the quantitative results. The results of the study show that the overall thinking skill of the academic postgraduates of the first and the English majors is on the rise with the rising of the grade, and there is a significant difference between the three grades. The difference between the research one and the second one is greater than that between the research two and the research three, but there is no significant difference between the two differences. It is clear that the progress of the second year's progress is higher than that of the third grade, but there is no key period of development. The three different skill dimensions of the major academic postgraduates of English major have been on the rise with the rise of grade. It is found that there is no significant difference in the three grades in the three grades, and there is no significant difference in the analysis and evaluation dimension, and only the progress of reasoning skill is obvious. Second, the thought-out skill of the major-type graduate of English major is on the rise with the rise of grade. There was no significant difference between the overall skills and the dimensions in both grades. It is not obvious that the thinking skills of the major-class graduate students of English major have made progress. Third, the speculative tendency of the academic postgraduates of the English major has a tendency to change the 鈥減ositive V-type鈥，
本文編號：2360401
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