本文選題：讀后續(xù)寫(xiě) + 思辨能力發(fā)展��； 參考：《南京師范大學(xué)》2017年碩士論文

【摘要】：思辨能力是當(dāng)代教育的一項(xiàng)核心內(nèi)容,高中學(xué)生的思辨能力發(fā)展也已成為高中英語(yǔ)學(xué)科核心素養(yǎng)的內(nèi)涵和要求之一。近年來(lái),二語(yǔ)習(xí)得領(lǐng)域關(guān)于思辨能力培養(yǎng)的研究正方興未艾,但在課程實(shí)踐中,“綜合語(yǔ)言運(yùn)用能力”仍是英語(yǔ)教學(xué)的重要目標(biāo)和評(píng)價(jià)標(biāo)準(zhǔn),學(xué)生的思辨能力發(fā)展常常因讓步于語(yǔ)言知識(shí)的學(xué)習(xí)和語(yǔ)言能力的練習(xí)而被弱化甚至邊緣化,我國(guó)外語(yǔ)教學(xué)“普遍過(guò)分強(qiáng)調(diào)語(yǔ)言的交際功能,而弱化其信息功能和思維功能”的現(xiàn)象仍未得到徹底解決,開(kāi)發(fā)一種能夠同時(shí)關(guān)照到語(yǔ)言能力和思辨能力的教學(xué)模式成為亟務(wù)。本研究正是立足于這樣的背景,將讀后續(xù)寫(xiě)任務(wù)作為研究對(duì)象,在確認(rèn)其提高二語(yǔ)學(xué)習(xí)者語(yǔ)言能力和語(yǔ)言表現(xiàn)的功能的基礎(chǔ)之上,將目光置于其對(duì)思辨能力發(fā)展的影響,旨在解決如下三個(gè)問(wèn)題:1.高中學(xué)生的思辨能力水平現(xiàn)狀如何,與其語(yǔ)言水平是否有關(guān)? 2.讀后續(xù)寫(xiě)任務(wù)是否能夠有效促進(jìn)思辨能力發(fā)展? 3.如果能,其提高思辨能力的過(guò)程和機(jī)理如何?針對(duì)這三個(gè)問(wèn)題,本研究包括兩個(gè)實(shí)證研究,共為期9周。研究一是一項(xiàng)準(zhǔn)實(shí)驗(yàn)研究,針對(duì)前兩個(gè)研究問(wèn)題,以某中學(xué)高二學(xué)生為實(shí)驗(yàn)對(duì)象,實(shí)驗(yàn)組接受讀后續(xù)寫(xiě)任務(wù),對(duì)照組接受傳統(tǒng)的話題寫(xiě)作(無(wú)閱讀材料)任務(wù),通過(guò)前后測(cè)結(jié)果分別測(cè)量和比較兩種任務(wù)類型對(duì)于思辨能力發(fā)展的影響。研究二是一項(xiàng)質(zhì)性研究,以有聲思維法記錄和分析學(xué)生在進(jìn)行讀后續(xù)寫(xiě)時(shí)的思維過(guò)程,以期回答最后一個(gè)研究問(wèn)題。研究取得如下發(fā)現(xiàn):1.目前高中學(xué)生的思辨能力水平總體較弱,且與其語(yǔ)言水平存在中度的正相關(guān)性;2.讀后續(xù)寫(xiě)任務(wù)對(duì)于思辨能力發(fā)展的促進(jìn)明顯,相比于傳統(tǒng)的話題寫(xiě)作(無(wú)閱讀材料)效果更好,且對(duì)于語(yǔ)言水平較低的學(xué)生助益更大;3.其中的原因在于,學(xué)生在完成讀后續(xù)寫(xiě)任務(wù)時(shí),為保證續(xù)寫(xiě)內(nèi)容和結(jié)構(gòu)的連貫性和邏輯性會(huì)不斷與原文產(chǎn)生協(xié)同,而此協(xié)同過(guò)程對(duì)于學(xué)生的認(rèn)知和思維提出要求,從而有利于其思辨能力的鍛煉和發(fā)展。因此本研究認(rèn)為,讀后續(xù)寫(xiě)任務(wù)能夠同時(shí)促進(jìn)學(xué)生的語(yǔ)言能力和思辨能力發(fā)展,是一種高效、實(shí)用、值得研究和推廣的英語(yǔ)讀寫(xiě)任務(wù)。
[Abstract]:Speculative ability is a core content of contemporary education, and the development of high school students' speculative ability has become one of the connotations and requirements of high school English subject core literacy. In recent years, the research on the cultivation of speculative ability in the field of second language acquisition (SLA) is in the ascendant, but in the course practice, "Comprehensive language competence" is still an important goal and evaluation standard of English teaching. The development of students' speculative ability is often weakened or even marginalized by concessions to the study of language knowledge and the practice of language competence. In our country, foreign language teaching "generally places too much emphasis on the communicative function of language." But the phenomenon of weakening its information function and thinking function "has not been solved thoroughly, so it is urgent to develop a teaching mode which can take care of both language ability and speculative ability at the same time." This study is based on this background, taking the task of writing after reading as the object of study. On the basis of confirming its function of improving the language competence and language performance of second language learners, the present study focuses on its influence on the development of speculative competence. The aim is to solve the following three questions: 1. What is the current level of high school students' speculative ability, and whether it has something to do with their language proficiency? 2. Can the task of writing after reading effectively promote the development of speculative ability? 3. If so, what is its process and mechanism for improving its speculative ability? In response to these three questions, this study includes two empirical studies for a total of 9 weeks. The first study was a quasi-experimental study, which aimed at the first two research questions. The experimental group accepted the task of rewriting after reading and the control group received the traditional task of topic writing (no reading material). The effects of two task types on the development of speculative ability were measured and compared by the results of pre-and post-test. The second is a qualitative study, which records and analyzes the thinking process of the students after reading and writing with the method of sound thinking, in order to answer the last research question. The study found the following: 1. At present, the level of thinking ability of senior high school students is generally weak, and there is a moderate positive correlation with their language level. The task of continuing writing after reading can promote the development of speculative ability more effectively than traditional topic writing (no reading material) and it is more helpful to the students with lower language proficiency than the traditional topic writing (no reading material). The reason is that, in order to ensure the coherence and logic of the content and structure of the continuation, the students will continue to cooperate with the original text when they finish the tasks after reading, and this collaborative process demands the students' cognition and thinking. Thus, it is beneficial to the exercise and development of its speculative ability. Therefore, this study holds that the task of writing after reading can promote the development of students' language ability and speculative ability at the same time, and it is an efficient, practical and worth studying and popularizing task in English reading and writing.
【學(xué)位授予單位】：南京師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41

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本文編號(hào)：2080252