高中生思辨能力與英語讀后續(xù)寫的相關(guān)性研究
發(fā)布時間：2019-06-24 16:27
【摘要】：閱讀與寫作,作為測試語言的方式,皆與思維密切相關(guān),閱讀和寫作的過程即人腦進(jìn)行各種思維活動的過程。讀后續(xù)寫,作為寫作題型中的一種,同時考察了學(xué)生的閱讀和寫作能力,已成為浙江省高考新題型之一,更是成為了培養(yǎng)高中生思維能力的有效途徑。思辨能力,作為思維能力當(dāng)中重要的一種能力,與閱讀和寫作密切相關(guān),且近些年中小學(xué)外語課堂也強調(diào)學(xué)生思辨能力的培養(yǎng)。讀后續(xù)寫能考察思辨能力,不啻為一種有益的嘗試。目前,外語教學(xué)雖然鼓勵教師在課堂中培養(yǎng)學(xué)生的思辨能力,但在實際的高中課堂中,教學(xué)仍停留在單詞、語法的簡單輸入,大多數(shù)的高中英語教師過于注重語言知識和語言技能等記憶理解型能力的培養(yǎng),而忽視思辨能力等的高階思維的提升。英語寫作中,學(xué)生多是背誦范文,套用模板,教師的批改針對的是語言和語法錯誤,學(xué)生寫作關(guān)注的是語言與語法的正確性,對文章內(nèi)容以及邏輯性則關(guān)注甚少,導(dǎo)致文章內(nèi)容單調(diào)枯燥、邏輯混亂。面對高中外語教學(xué)這一情況,讀后續(xù)寫應(yīng)運而生,因為它讀后續(xù)寫強調(diào)在閱讀的基礎(chǔ)上完成文章的續(xù)寫,從而考察了思辨能力,尤其是推理和評價能力。基于讀后續(xù)寫與思維的密切聯(lián)系以及當(dāng)前國內(nèi)對高中生思辨能力與讀后續(xù)寫相關(guān)性的實證研究甚少。本論文試圖以高二年級50名學(xué)生為研究對象,用批判性人格傾向測試、批判性思維技能測試、寫作測試以及對學(xué)生的訪談為工具分析高中學(xué)生思維水平,采用量化和質(zhì)性分析兩種方式來看批判性思維能力與寫作能力的相關(guān)性;質(zhì)性分析將采用兩套評分體系,一套是高考英語寫作標(biāo)準(zhǔn),另一套是批判性思維量表,分別給學(xué)生作文進(jìn)行打分和文本分析。量化數(shù)據(jù)通過Excel表格和SPSS18.0進(jìn)行統(tǒng)計和分析處理,在此基礎(chǔ)上查看讀后續(xù)寫和批判性思維的相關(guān)性。質(zhì)性分析結(jié)合相關(guān)理論對數(shù)據(jù)進(jìn)行分析處理,并給予一定的教學(xué)建議。根據(jù)研究結(jié)果,高中生的思辨能力水平總體還處在中低水平,只有少數(shù)學(xué)生表現(xiàn)出高水平的思辨能力。從批判性思維人格傾向測試結(jié)果來看,高中生在開放性特征方面表現(xiàn)較好,但是在系統(tǒng)性和分析性方面表現(xiàn)有待提高;從批判性思維技能方面來看,高中生在分析和推理方面表現(xiàn)較佳,評價方面的能力有待提高。通過SPSS18.0分別對讀后續(xù)寫與批判性思維傾向以及讀后續(xù)寫與批判性思維技能進(jìn)行相關(guān)性分析后發(fā)現(xiàn),讀后續(xù)寫與兩者都有正相關(guān)關(guān)系,由此得出結(jié)論,讀后續(xù)寫與思辨能力有顯著正相關(guān)關(guān)系。但也存在一些例外,有些學(xué)生思辨能力較強,但讀后續(xù)寫表現(xiàn)不佳。通過研究發(fā)現(xiàn),個人生活經(jīng)驗、情感、態(tài)度以及對材料的熟悉程度等都會影響寫作結(jié)果。結(jié)合文章的切題性、論點的明確性、篇章連貫性以及說理透徹性進(jìn)行質(zhì)性分析,得出思辨能力與高中生讀后續(xù)寫的正相關(guān)關(guān)系。這些都給一線教師一定的啟示,通過在寫作中強調(diào)學(xué)生文章的切題性、論點的明確性、篇章連貫性以及說理透徹性來提高學(xué)生的思辨能力,同時通過提升學(xué)生的推理、評價等能力來提高學(xué)生的讀后續(xù)寫能力。
[Abstract]:Reading and writing, as the way of test language, are closely related to thinking, and the process of reading and writing is the process of various thinking activities of the human brain. It is an effective way to train high school students' thinking ability. The ability of thinking and thinking, as an important ability among the thinking ability, is closely related to reading and writing, and the foreign language class in primary and secondary schools in recent years also emphasizes the cultivation of the students' thinking ability. Reading the follow-up can examine the ability of thinking, and it is not a useful attempt. At present, the foreign language teaching, while encouraging the teachers to train the students' thinking ability in the class, but in the actual high school class, the teaching still stays in the words, the simple input of the grammar, most senior high school English teachers are too focused on the language knowledge and the language skills, and so on, And neglect the enhancement of higher-order thinking, such as the ability of thinking and the like. In the English writing, the students learn more about the language and grammar, and the students' writing attention is the correctness of the language and the grammar, the contents and the logic of the writing are very little, which leads to the tedious and logical confusion of the content of the article. In the face of the high school foreign language teaching, the follow-up writing has come into being, because it reads the follow-up and emphasizes on completing the writing of the article on the basis of reading, thus the thinking ability, in particular the ability of reasoning and evaluation. Based on the close relationship between the follow-up and thinking of high school students and the correlation between the thinking ability of high school students and the follow-up writing of high school students, there is little empirical research. This paper tries to analyze the high school students' thinking level by using 50 students in the second grade as the research object, using the critical personality tendency test, the critical thinking skill test, the writing test and the interview with the students. The relevance of critical thinking ability and writing ability can be seen by quantitative and qualitative analysis. The qualitative analysis will adopt two sets of scoring system, one is the English writing standard of the college entrance examination, the other is the critical thinking scale, and the students' composition is scored and analyzed separately. The quantitative data is analyzed and analyzed through the Excel table and the SPSS18.0, and then the correlation between the follow-up and critical thinking is viewed. The qualitative analysis and related theories analyze the data and give some teaching suggestions. Based on the results of the study, the level of thinking ability of high school students is still at a low level, and only a few students show a high level of speculative ability. In the light of the test results of critical thinking personality, the high school students have a better performance in the open-label character, but the performance of the high school students is to be improved in the aspects of systematicness and analysis; in terms of critical thinking skills, the high school students have better performance in the analysis and reasoning. The capacity to evaluate is to be improved. After the correlation analysis of the follow-up and critical thinking tendency and the reading of the follow-up and critical thinking skills, it is found that the follow-up writing has a positive correlation with both, and the conclusion is that the follow-up writing is positively related to the thinking ability. But there are some exceptions. Some students have a strong sense of thinking, but the follow-up performance is not good. It is found that the personal life experience, the emotion, the attitude and the degree of familiarity with the material will affect the writing results. In this paper, the paper points out the positive correlation between the ability of thinking and the follow-up of high school students. These all give a certain enlightenment to the first-line teachers, through the emphasis on the students' article's cut-off, the clarity of the argument, the coherence of the chapter and the thorough nature of the students in the writing, and improve the students' thinking ability, and at the same time, through the promotion of the students' reasoning, And the ability of evaluation and the like is used to improve the reading-up ability of the students.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
本文編號：2505205
[Abstract]:Reading and writing, as the way of test language, are closely related to thinking, and the process of reading and writing is the process of various thinking activities of the human brain. It is an effective way to train high school students' thinking ability. The ability of thinking and thinking, as an important ability among the thinking ability, is closely related to reading and writing, and the foreign language class in primary and secondary schools in recent years also emphasizes the cultivation of the students' thinking ability. Reading the follow-up can examine the ability of thinking, and it is not a useful attempt. At present, the foreign language teaching, while encouraging the teachers to train the students' thinking ability in the class, but in the actual high school class, the teaching still stays in the words, the simple input of the grammar, most senior high school English teachers are too focused on the language knowledge and the language skills, and so on, And neglect the enhancement of higher-order thinking, such as the ability of thinking and the like. In the English writing, the students learn more about the language and grammar, and the students' writing attention is the correctness of the language and the grammar, the contents and the logic of the writing are very little, which leads to the tedious and logical confusion of the content of the article. In the face of the high school foreign language teaching, the follow-up writing has come into being, because it reads the follow-up and emphasizes on completing the writing of the article on the basis of reading, thus the thinking ability, in particular the ability of reasoning and evaluation. Based on the close relationship between the follow-up and thinking of high school students and the correlation between the thinking ability of high school students and the follow-up writing of high school students, there is little empirical research. This paper tries to analyze the high school students' thinking level by using 50 students in the second grade as the research object, using the critical personality tendency test, the critical thinking skill test, the writing test and the interview with the students. The relevance of critical thinking ability and writing ability can be seen by quantitative and qualitative analysis. The qualitative analysis will adopt two sets of scoring system, one is the English writing standard of the college entrance examination, the other is the critical thinking scale, and the students' composition is scored and analyzed separately. The quantitative data is analyzed and analyzed through the Excel table and the SPSS18.0, and then the correlation between the follow-up and critical thinking is viewed. The qualitative analysis and related theories analyze the data and give some teaching suggestions. Based on the results of the study, the level of thinking ability of high school students is still at a low level, and only a few students show a high level of speculative ability. In the light of the test results of critical thinking personality, the high school students have a better performance in the open-label character, but the performance of the high school students is to be improved in the aspects of systematicness and analysis; in terms of critical thinking skills, the high school students have better performance in the analysis and reasoning. The capacity to evaluate is to be improved. After the correlation analysis of the follow-up and critical thinking tendency and the reading of the follow-up and critical thinking skills, it is found that the follow-up writing has a positive correlation with both, and the conclusion is that the follow-up writing is positively related to the thinking ability. But there are some exceptions. Some students have a strong sense of thinking, but the follow-up performance is not good. It is found that the personal life experience, the emotion, the attitude and the degree of familiarity with the material will affect the writing results. In this paper, the paper points out the positive correlation between the ability of thinking and the follow-up of high school students. These all give a certain enlightenment to the first-line teachers, through the emphasis on the students' article's cut-off, the clarity of the argument, the coherence of the chapter and the thorough nature of the students in the writing, and improve the students' thinking ability, and at the same time, through the promotion of the students' reasoning, And the ability of evaluation and the like is used to improve the reading-up ability of the students.
【學(xué)位授予單位】：杭州師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41
【參考文獻(xiàn)】
相關(guān)期刊論文 前10條
1 姜琳;陳錦;;讀后續(xù)寫對英語寫作語言準(zhǔn)確性、復(fù)雜性和流利性發(fā)展的影響[J];現(xiàn)代外語;2015年03期
2 王初明;;提高外語教學(xué)效率最重要[J];外國語(上海外國語大學(xué)學(xué)報);2015年01期
3 王初明;;內(nèi)容要創(chuàng)造 語言要模仿——有效外語教學(xué)和學(xué)習(xí)的基本思路[J];外語界;2014年02期
4 王初明;亓魯霞;;讀后續(xù)寫題型研究[J];外語教學(xué)與研究;2013年05期
5 杜敏;;論“以讀促寫”與英語專業(yè)泛讀課堂結(jié)合的有效性[J];海外英語;2013年03期
6 李莉文;;英語寫作中的讀者意識與思辨能力培養(yǎng)——基于教學(xué)行動研究的探討[J];中國外語;2011年03期
7 王初明;;互動協(xié)同與外語教學(xué)[J];外語教學(xué)與研究;2010年04期
8 劉思遠(yuǎn);;英語閱讀教學(xué)與大學(xué)生批判性思維能力的培養(yǎng)[J];讀與寫(教育教學(xué)刊);2010年05期
9 王初明;;學(xué)相伴 用相隨——外語學(xué)習(xí)的學(xué)伴用隨原則[J];中國外語;2009年05期
10 賴朝暉;;高中學(xué)生英語書面表達(dá)思維能力欠缺的成因及對策[J];中小學(xué)外語教學(xué)(中學(xué)篇);2009年04期
相關(guān)碩士學(xué)位論文 前2條
1 耿思佳;思辨能力與初中生英語寫作的相關(guān)性研究[D];杭州師范大學(xué);2016年
2 柳曉韻;"以讀促寫"在高中英語寫作教學(xué)中的應(yīng)用研究[D];南京師范大學(xué);2015年
，本文編號：2505205
本文鏈接：http://sikaile.net/waiyulunwen/yingyulunwen/2505205.html
最近更新
教材專著
