《普通高中英語(yǔ)課程標(biāo)準(zhǔn)(2017年版)》中提出,要發(fā)展學(xué)生的語(yǔ)言能力、文化意識(shí)、思維品質(zhì)和學(xué)習(xí)能力等英語(yǔ)學(xué)科核心素養(yǎng)。其中,對(duì)學(xué)生思維品質(zhì)的培養(yǎng)就包括了批判性思維的養(yǎng)成。隨著對(duì)發(fā)展思維品質(zhì)的強(qiáng)調(diào),學(xué)生批判性思維的培養(yǎng)也越來(lái)越受關(guān)注。學(xué)生的批判性思維能力在綜合能力中也發(fā)揮著日益明顯的作用。教師課堂提問(wèn),尤其是高認(rèn)知水平問(wèn)題的提問(wèn)對(duì)學(xué)生的批判性思維有一定的影響。但是,根據(jù)高中英語(yǔ)閱讀課堂中教師提問(wèn)的現(xiàn)狀可以發(fā)現(xiàn),教師高認(rèn)知水平問(wèn)題的提問(wèn)數(shù)量偏少,不利于促進(jìn)學(xué)生批判性思維的培養(yǎng)。教師提問(wèn)作為重要的教學(xué)手段之一,在高中英語(yǔ)閱讀課堂中,對(duì)于激發(fā)學(xué)生學(xué)習(xí)英語(yǔ)的積極性、創(chuàng)造性以及促進(jìn)學(xué)生思考都非常重要。而且,通過(guò)提問(wèn)來(lái)培養(yǎng)學(xué)生的批判性思維也是英語(yǔ)教學(xué)的重要途徑和任務(wù)之一。因此,在高中英語(yǔ)閱讀課堂中嘗試通過(guò)教師提問(wèn)的方法來(lái)培養(yǎng)學(xué)生的批判性思維具有十分重要的意義。本研究將語(yǔ)言教學(xué)和批判性思維能力的培養(yǎng)結(jié)合在一起�；谀壳敖處熢陂喿x課堂上不同類型問(wèn)題的提問(wèn)情況以及學(xué)生批判性思維的現(xiàn)狀,作者試圖探討是否能通過(guò)不同的教師提問(wèn)類型以培養(yǎng)學(xué)生的批判性思維。本研究在廣東省廣州市某高中的一個(gè)高一普通班的40名學(xué)生中進(jìn)...

【文章頁(yè)數(shù)】：98 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Objective
    1.3 Research Significance
    1.4 Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Studies on Critical Thinking
        2.1.1 Definition of Critical Thinking
        2.1.2 Critical Thinking Skills
        2.1.3 Previous Studies on Critical Thinking at Home and Abroad
    2.2 Relevant Studies on Questioning
        2.2.1 Definition of Questioning
        2.2.2 Types of Questioning
    2.3 Studies on the Relationship between Questioning and Critical Thinking
Chapter Three Theoretical Framework
    3.1 Taxonomy of Educational Objectives(Cognitive Domain)
    3.2 Constructivism
Chapter Four Methodology
    4.1 Research Questions
    4.2 Participants
    4.3 Action Research Design
    4.4 Instruments
        4.4.1 Questionnaire(CCTST)
        4.4.2 Teaching Journal
        4.4.3 Interview
    4.5 Procedures of the Action Research
        4.5.1 Discovering a New Method and Demonstrating its Effectiveness
        4.5.2 Problem Identification
        4.5.3 Research Hypothesis
        4.5.4 Overall Planning
        4.5.5 The First-round Action Research
        4.5.6 The Second-round Action Research
Chapter Five Results and Discussion
    5.1 Results
        5.1.1 Results of Questionnaires
        5.1.2 Results of Teaching Journals
        5.1.3 Results of Interviews
    5.2 Discussion
        5.2.1 Discussion on Research Question One
        5.2.2 Discussion on Research Question Two
Chapter Six Conclusion
    6.1 Major Findings
    6.2 Pedagogical Implications
    6.3 Limitations
    6.4 Suggestions for Future Studies
References
Appendix1
Appendix2
Appendix3
Appendix4



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