【摘要】：批判性思維已經(jīng)應(yīng)用在許許多多行業(yè)的實(shí)踐活動(dòng)中,尤其在教育界,它受到學(xué)者和教育家的重視。國(guó)內(nèi)外學(xué)者在研究批判性思維與英語(yǔ)閱讀教學(xué)的關(guān)系上取得了重要成果,但其研究對(duì)象主要是有一定分辨能力的大學(xué)生和高中生,且研究主要針對(duì)大學(xué)生和高中生的英語(yǔ)批判性思維的培養(yǎng),即在英語(yǔ)閱讀教學(xué)的過程中,使用一些批判性思維技能來培養(yǎng)學(xué)生的批判性閱讀思維。本研究針對(duì)初中生的批判性思維傾向的培養(yǎng)做嘗試性探索,具體考察批判性思維指導(dǎo)下的英語(yǔ)閱讀教學(xué)對(duì)學(xué)生閱讀水平以及學(xué)生批判性思維傾向的影響。本研究圍繞兩個(gè)問題展開討論:(1)批判性思維指導(dǎo)下的初中英語(yǔ)閱讀教學(xué)對(duì)學(xué)生的閱讀水平有何影響?(2)在批判性思維指導(dǎo)下的初中英語(yǔ)閱讀教學(xué)中,學(xué)生的批判性思維傾向是否有所轉(zhuǎn)變?針對(duì)上述研究問題,本研究選取橫山縣實(shí)驗(yàn)中學(xué)七年級(jí)兩個(gè)班的學(xué)生即2班、3班作為研究對(duì)象,并設(shè)定其中一個(gè)班為實(shí)驗(yàn)班(3班),另外一個(gè)班為對(duì)照班(2班)。在實(shí)驗(yàn)前,對(duì)兩個(gè)班同時(shí)做了英語(yǔ)閱讀水平測(cè)試和批判性思維傾向問卷調(diào)查,得到的結(jié)果是實(shí)驗(yàn)班與控制班的英語(yǔ)閱讀水平相當(dāng),批判性思維傾向并無顯著性差異。在對(duì)實(shí)驗(yàn)班進(jìn)行了為期兩個(gè)月的批判性思維意識(shí)滲透之后,再次對(duì)兩個(gè)班做了英語(yǔ)閱讀水平測(cè)試和批判性思維傾向問卷調(diào)查,實(shí)驗(yàn)后的結(jié)果是實(shí)驗(yàn)班的學(xué)生的閱讀成績(jī)明顯提高,學(xué)生的批判性思維傾向有所改變,且二者相關(guān)性較高。1)經(jīng)統(tǒng)計(jì)軟件SPSS的分析,本研究得到以下結(jié)論:(1)學(xué)生的英語(yǔ)閱讀成績(jī)?cè)谂行运季S意識(shí)滲透的過程中有所提升。換言之,將批判性思維意識(shí)滲透在初中英語(yǔ)閱讀教學(xué)中對(duì)于提高學(xué)生的閱讀成績(jī)是有效的。(2)學(xué)生的批判性思維意識(shí)在七年級(jí)英語(yǔ)閱讀的學(xué)習(xí)過程中得到了發(fā)展,批判性思維傾向得到了改變,從批判性思維的七個(gè)維度來看,有四個(gè)方面如分析能力、自信心、求知欲、認(rèn)知成熟度變化較明顯。并且,在今后的學(xué)習(xí)過程中,學(xué)生的批判性思維水平將會(huì)得到進(jìn)一步的發(fā)展。本研究運(yùn)用批判性思維理論對(duì)實(shí)驗(yàn)結(jié)果進(jìn)行了詳細(xì)分析和討論。經(jīng)過幾個(gè)月的研究,得出以下啟示:英語(yǔ)教師應(yīng)在日常教學(xué)中勤于對(duì)學(xué)生滲透批判性思維意識(shí),以此幫助學(xué)生提升閱讀能力,構(gòu)建學(xué)生的批判性思維傾向,使他們成為會(huì)思考的學(xué)習(xí)者。
[Abstract]:Critical thinking has been applied in many practical activities, especially in the field of education. Scholars at home and abroad have made important achievements in the study of the relationship between critical thinking and English reading teaching. The study mainly focuses on the cultivation of critical thinking of college students and high school students, that is, the use of some critical thinking skills to cultivate students' critical reading thinking in the process of English reading teaching. This study aims at exploring the cultivation of critical thinking tendency of junior high school students, and investigates the influence of English reading teaching under the guidance of critical thinking on students' reading ability and students' critical thinking tendency. This study focuses on two issues: (1) how does the teaching of junior high school English reading under the guidance of critical thinking affect the students' reading level? (2) in the teaching of junior high school English reading under the guidance of critical thinking; Is there a change in students' critical thinking tendencies? In order to solve the above problems, this study selected two classes in the seventh grade of Hengshan Experimental Middle School, that is, Class 2, Class 3, and set one class as the experimental class (Class 3) and the other class as the control class (Class 2). Before the experiment, English reading proficiency test and critical thinking tendency questionnaire were conducted in the two classes simultaneously. The results showed that the English reading proficiency of the experimental class and the control class was the same, but there was no significant difference in critical thinking tendency between the experimental class and the control class. After two months of penetration of critical thinking consciousness in the experimental class, the two classes were tested in English reading proficiency and investigated with a questionnaire on critical thinking tendency. The result of the experiment was that the reading scores of the students in the experimental class were obviously improved, the tendency of critical thinking of the students had been changed, and the correlation between the two was relatively high. 1) by the analysis of the statistical software SPSS, The main conclusions are as follows: (1) students' English reading scores improved in the process of critical thinking. In other words, it is effective to improve students' reading achievement by infiltrating critical thinking consciousness into junior high school English reading teaching. (2) students' critical thinking consciousness has been developed in the learning process of seventh grade English reading. The tendency of critical thinking has been changed. From the seven dimensions of critical thinking, there are four aspects such as analytical ability, self-confidence, thirst for knowledge and cognitive maturity. Moreover, in the future learning process, students' critical thinking level will be further developed. The experimental results are analyzed and discussed in detail by critical thinking theory. After several months of research, the following revelations can be drawn: English teachers should be diligent in infiltrating critical thinking consciousness to students in daily teaching, so as to help students improve their reading ability and construct students' critical thinking tendency. Make them thinking learners.
【學(xué)位授予單位】：延安大學(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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