近年來越來越多的學(xué)者對批判性閱讀進(jìn)行了研究。在閱讀中納入批判性思維能力的培養(yǎng)就稱為批判性閱讀。“所謂批判性閱讀,是指對文本的高層次理解,它包括解釋意義和評價(jià)兩個(gè)層面”。（史文婷）批判性閱讀教學(xué),即將批判的思維方式應(yīng)用于閱讀教學(xué)中,使學(xué)生從傳統(tǒng)的、靜態(tài)的欣賞者轉(zhuǎn)變?yōu)榉e極主動(dòng)的解讀者、審視者、質(zhì)疑者以及分析評論者。相較于傳統(tǒng)的常規(guī)閱讀教學(xué)模式,批判性閱讀教學(xué),可以幫助學(xué)生樹立自我意識,更好地提升學(xué)生的閱讀能力,提高學(xué)生的創(chuàng)新意識和創(chuàng)新能力,促進(jìn)學(xué)生獨(dú)立分析問題和解決問題能力的培養(yǎng)。普通高中英語課程標(biāo)準(zhǔn)明確提出對英語學(xué)科核心素養(yǎng)的語言能力和思維品質(zhì)的要求:在廣泛的語言情境中,閱讀者應(yīng)該批判性地審視語篇的內(nèi)容,觀點(diǎn),情感態(tài)度和文體特征,賞析語篇中精彩語段的表意手段。根據(jù)所獲得的多種信息,歸納共同要素,構(gòu)建新的概念,并通過演繹,解釋,處理新的問題,從另一個(gè)視角認(rèn)識世界。針對所獲取的各種觀點(diǎn),閱讀者應(yīng)該提出批判性的問題,辨析,判斷觀點(diǎn)和思想的價(jià)值,并形成自己的觀點(diǎn)。在英語教學(xué)中,培養(yǎng)學(xué)生批判性思維能力的課堂教學(xué)的有效性在于將批判性閱讀運(yùn)用到英語閱讀教學(xué)中,以提高英語的綜合運(yùn)用能力。因此,在高中開展... 

【文章來源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁數(shù)】：74 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
ABSTRACT
List of Abbreviations
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Significance of the Research
    1.3 Outline of the Thesis
Chapter 2 Literature Review
    2.1 Definitions of Critical Reading
    2.2 Definitions of Critical Reading Ability
    2.3 Related Studies on Critical Reading Abroad and at Home
        2.3.1 Related Studies on Critical Reading Abroad
        2.3.2 Related Studies on Critical Reading at Home
    2.4 Theoretical Foundations
        2.4.1 Constructivist Learning Theory
        2.4.2 Critical Discourse Analysis Theory
    2.5 Critical Reading Teaching Model
        2.5.1 Five-step Critical Reading Teaching Model
        2.5.2 Three-step Critical Reading Teaching Model
        2.5.3 Four-step Critical Reading Teaching Model
Chapter 3 Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
        3.3.1 Questionnaire
        3.3.2 Tests
        3.3.3 Teaching Materials
    3.4 Treatments
        3.4.1 The Traditional Reading Teaching Model in the Control Class
        3.4.2 The Critical Reading Teaching Model in the Experimental Class
    3.5 Research Procedures
        3.5.1 Pre-test and Pre-questionnaire
        3.5.2 Training
        3.5.3 Post-test and Post-questionnaire
    3.6 Data Collection and Analyses
Chapter 4 Results and Discussion
    4.1 Students’Critical Reading Consciousness
    4.2 Students’Reading Ability
        4.2.1 Results of the Pretest
        4.2.2 Results of the Posttest
    4.3 Students’Critical Reading Ability
        4.3.1 Results of the Pretest
        4.3.2 Results of the Posttest
    4.4 Summary
Chapter 5 Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Implications for Teachers
        5.2.2 Implications for Learners
    5.3 Limitations of the Study and Suggestions for Further Study
Bibliography
Appendix 1
Appendix 2 Pretest Paper
Appendix 3 Posttest Paper
Acknowledgements



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