思辨能力的重要性已得到廣泛認(rèn)可,同時(shí)不少學(xué)者指出英語專業(yè)學(xué)生“思辨缺席”的問題。思辨能力可通過寫作來提升,尤其是高階寫作如論文寫作,而反饋又是提升寫作和思辨能力的一個(gè)有效途徑。但目前結(jié)合以上三者的研究卻寥寥無幾,因此本研究旨在探索碩士論文的導(dǎo)師反饋對(duì)培養(yǎng)學(xué)生思辨能力的作用。本研究為個(gè)案研究,被試為10名英語應(yīng)用語言學(xué)專業(yè)的碩士研究生,研究方法以文本分析為主,訪談為輔。文本分析首先對(duì)反饋焦點(diǎn)進(jìn)行編碼,量化分析反饋焦點(diǎn)數(shù)量。其次參照思辨能力層級(jí)理論模型(文秋芳等2009),對(duì)反饋中關(guān)注的思辨能力認(rèn)知標(biāo)準(zhǔn)進(jìn)行編碼和量化統(tǒng)計(jì)。訪談針對(duì)上述10名碩士生進(jìn)行,每人半小時(shí)左右。訪談數(shù)據(jù)從兩方面進(jìn)行分類:學(xué)生思辨能力中存在的問題及反饋對(duì)提升思辨能力的效果;愿意根據(jù)反饋進(jìn)行修改的影響因素。研究結(jié)果如下:(1)導(dǎo)師反饋焦點(diǎn)中,寫作能力方面的反饋?zhàn)疃?其次為研究方法、創(chuàng)新與成果。這是因?yàn)閷懽髂芰Ψ答伜w語言、結(jié)構(gòu)、連貫、論證及格式五個(gè)方面,貫穿全文,總數(shù)較多,也說明學(xué)生在論文寫作的以上五方面都存在問題,且發(fā)現(xiàn)語言、結(jié)構(gòu)、格式方面的反饋尤多。同時(shí),寫作能力、研究方法及創(chuàng)新與成果反饋也與學(xué)生的思辨能力緊密相關(guān),...

【文章頁數(shù)】：67 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Research Background
    1.2 Significance and Purposes of This Study
    1.3 Overall Structure of the Thesis
Chapter 2 Literature Review
    2.1 Theoretical Foundation:Critical Thinking Skills Models
        2.1.1 Definition of Critical Thinking Skills(CTS)
        2.1.2 CTS Models
    2.2 Feedback and Writing
        2.2.1 Definition of Feedback
        2.2.2 Categories of Feedback
        2.2.3 Foci of Feedback in Thesis Writing and Academic Writing
        2.2.4 Empirical Studies on Feedback Effectiveness
    2.3 Empirical Studies on Promoting CTS
        2.3.1 Empirical Studies on Promoting CTS except Writing
        2.3.2 Empirical Studies on Promoting CTS in Writing
    2.4 Summary
Chapter 3 Methodology
    3.1 Research Questions
    3.2 Source of Data—Case Study
    3.3 Data Collection and Analysis
        3.3.1 Framework of Analysis
        3.3.2 Coding Scheme of Feedback Foci and Cognitive Standards
        3.3.3 Data Analysis of Feedback
Chapter 4 Results and Discussion
    4.1 Distribution of Feedback Foci and Thesis Writing Problems
        4.1.1 Results of Feedback Foci Distribution in Two Drafts
        4.1.2 Discussion of Feedback Foci and Thesis Writing Problems
    4.2 Feedback from CTS Perspective
        4.2.1 Distribution of Feedback on Cognitive Standards
        4.2.2 Discussion of Feedback on Cognitive Standards
    4.3 Effectiveness of Feedback on CTS Development
        4.3.1 Results of Feedback Effectiveness and Its Influencing Factors
        4.3.2 Discussion of Feedback Effectiveness and Its Influencing Factors
Chapter 5 Conclusion
    5.1 Summary of Major Findings
    5.2 Implications
    5.3 Limitations and Suggestions
Reference
Appendix
    Appendix I
    Appendix II
    Appendix III
Acknowledgements
在讀期間公開發(fā)表論文(著)及科研情況



本文編號(hào)：3743247