本文選題：思辨能力　切入點(diǎn)：英語議論文寫作　出處：《閩南師范大學(xué)》2017年碩士論文　論文類型：學(xué)位論文

【摘要】：寫作教學(xué)是英語教學(xué)中的重難點(diǎn),而英語議論文寫作教學(xué)更是高中英語寫作教學(xué)中的重點(diǎn)。作為一種集分析、綜合、推理和判斷于一體的綜合能力,思辨能力對學(xué)生英語議論文寫作水平有著很大的影響。教師們?nèi)绻軌蛄私獾礁咧猩急婺芰ΜF(xiàn)狀及它與英語議論文寫作水平的關(guān)系,那么他們就能更有針對性地提高學(xué)生英語議論文寫作的能力。本研究以漳州市某中學(xué)高三年級的156名學(xué)生作為研究對象,在思辨能力和英語寫作現(xiàn)有相關(guān)理論及實(shí)證研究的基礎(chǔ)上,采用問卷調(diào)查法、訪談法和語料分析法等研究方法,分析了高中生思辨能力與其英語議論文寫作水平之間的關(guān)系。結(jié)果表明:(1)高中生整體具有正面思辨能力人格傾向;(2)高中生思辨能力中的各維度能力由高到低依次為好奇心、正義性、開放性、尋真性、認(rèn)知成熟度、分析性、堅韌性和自信度;(3)高中生思辨能力與其英語議論文寫作水平的相關(guān)性系數(shù)為0.482,即兩者呈正相關(guān)關(guān)系。思辨能力的八個維度中分析性、尋真性和認(rèn)知成熟度與高中生的英語議論文寫作水平之間具有正相關(guān)關(guān)系,它們之間的相關(guān)性系數(shù)分別為0.348、0.416、0.477,而其他五個維度與英語寫作能力之間并沒有達(dá)到顯著的相關(guān)水平;(4)思辨能力對高中生英語議論文寫作的審題、立意、布局和表述四個方面皆有影響。本文分別從英語教師和學(xué)校的角度出發(fā),在英語課堂教學(xué)和課程設(shè)置等方面提出了關(guān)于提高學(xué)生思辨能力和英語議論文寫作能力的相關(guān)建議,希望能給后續(xù)研究提供一定的參考價值。
[Abstract]:Writing teaching is an important and difficult part in English teaching, and argumentative writing teaching is an important part of English writing teaching in senior high school. As a comprehensive ability of analyzing, synthesizing, reasoning and judging, writing teaching is an important part of English writing teaching in senior high school. Speculative ability has great influence on students' writing level of argumentative essays. If teachers can understand the present situation of high school students' speculative ability and its relationship with English argumentative writing level, Then they will be able to improve their English argumentative writing ability more purposefully. In this study, 156 senior middle school students in a middle school in Zhangzhou City were selected as the subjects of the study. On the basis of the existing theoretical and empirical research on speculative ability and English writing, the research methods are questionnaire, interview and corpus analysis. This paper analyzes the relationship between the thinking ability of senior high school students and their English argumentative writing level. The results show that: 1) Senior high school students as a whole have positive speculative ability and personality tendency 2) the ability of each dimension of thinking ability of senior high school students is from high to low in order of curiosity. Justice, openness, truth-seeking, cognitive maturity, analytical, The correlation coefficient between thinking ability and English argumentative writing ability of senior high school students is 0.482, that is, there is a positive correlation between them. There is a positive correlation between truth-seeking and cognitive maturity and high school students' English argumentative writing ability. The correlation coefficient between them is 0.348 / 0.416 / 0.477, respectively, while the other five dimensions have not reached a significant level of correlation with English writing ability. From the perspective of English teachers and schools, this paper puts forward some suggestions on how to improve students' thinking ability and argumentative writing ability in English classroom teaching and curriculum design. Hope to provide some reference value for the follow-up study.
【學(xué)位授予單位】：閩南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2017
【分類號】：G633.41

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