高中英语阅读教学中学生批判性思维能力培养的应用研究

发布时间：2019-05-10 03:40

【摘要】：批判性思维指对事物进行预测、分析、质疑、概述、评价等过程。批判性阅读指在阅读情境中,学生在掌握基本文本知识的情况下,预测文章主旨、揣摩作者语气、质疑作者观点、总结概括文章大意,并最终形成自己观点的过程。批判性思维能力是创新型人才必不可少的能力之一,近几年我国许多教育研究者对批判性思维产生兴趣;但研究对象的主体多为大学生。而中学教育阶段,关于学生批判性思维能力培养的应用和实证研究相对较少。本文以山东省济南市济钢高级中学作为实验学校,该校1509班和1510班122名学生作为实验对象,这两个班的英语任课教师作为授课教师积极参与本研究。该批判性阅读教学实验周期为三个月。本文主要研究高中英语阅读课堂中,学生批判性思维能力培养的方式以及批判性阅读教学实验产生的实际效果。本实验主要尝试回答三个问题:1、实验后,高中生英语阅读题目的准确率是否明显提高?2、实验后,高中生使用批判性阅读策略的意识是否明显增加?3、实验后,高中生的批判性思维能力是否明显提高?本文主要通过月考试卷分析、问卷调查、观察记录、实验以及访谈进行数据收集和研究开展。实验前,笔者采用SPSS22.0数据分析软件对高一第一次月考成绩进行独立样本T检验,结果发现1509班和1510班不仅学生人数相同,而且英语月考平均成绩相近,且不存在明显差异性。因而,笔者将1509班作为实验班,该班以批判性阅读教学模式为主。1510班作为控制班,该班仍以传统教学模式为主。同时,通过分析前测调查问卷的数据,以简单掌握实验班和控制班学生批判性阅读策略使用情况,为批判性阅读教学实验的具体开展提供参考。实验中,笔者分别观察记录了实验班和控制班各15节阅读课,重点记录实验教师上课内容、上课过程和课堂活动;以了解实验教师是怎么进行批判性阅读教学,学生课堂反馈度,以及学生批判性思维能力培养的情况。实验开展一个月后,通过对第二次月考成绩和阅读理解题目准确率的数据收集和分析,初步掌握实验班学生月考成绩和阅读理解准确率变化情况。实验后,通过后测调查问卷进一步了解实验班学生使用批判性阅读策略频率的变化情况。通过对第三次月考成绩和阅读理解准确率的分析,更深层次了解实验班学生月考成绩和阅读理解题目准确率的变化情况。另外,为更为客观的证明批判性阅读教学实验的开展,确实对实验班学生阅读题目准确率的提高产生了积极影响;笔者简要分析了实验班和控制班学生课后阅读题目准确率的变化情况。最后,通过师生访谈,更为全面的了解学生批判性思维能力的变化情况,并发现批判性阅读教学实验存在的问题。批判性阅读教学实验结果表明,实验班学生在参与批判性阅读教学实验后,课后阅读理解题目准确率和月考阅读理解准确率都大幅度提高。批判性阅读课堂中,学生在实验教师适当引导下,使用批判性阅读策略的意识明显提高。同时,学生通过完成课堂任务,参与课堂活动,其批判性思维能力也得到一定的培养。总而言之,批判性阅读教学实验的成功开展,不仅有利于提高学生阅读理解题目准确率,也对培养学生的批判性思维能力具有积极作用,更为中学阶段英语教育实践提供参考借鉴。
[Abstract]:Critical thinking is the process of prediction, analysis, challenge, overview, and evaluation of things. The critical reading means that in the reading situation, the students, in the knowledge of the basic text, predict the subject of the article, speculate the author's tone, question the author's point of view, sum up the general article to the effect, and finally form the process of his own point of view. The critical thinking ability is one of the indispensable abilities of the creative talents. In recent years, many educational researchers in our country are interested in critical thinking, but the subject of the study is mostly college students. In the middle school, there are relatively few applications and empirical studies on the cultivation of critical thinking ability of the students. This paper takes Jinan Jigang High School as an experimental school in Jinan, Shandong, and as an experimental object, the teachers of the two classes are active in the study as a teaching teacher. The critical reading teaching period is three months. This paper mainly studies the way of the students' critical thinking ability training and the practical effect of critical reading teaching experiment in the high school English reading class. The main experiment of this experiment is to answer three questions:1. After the experiment, whether the accuracy of the English reading title of high school students is obviously improved? 2. Is the awareness of high school students using critical reading strategies increased significantly after the experiment? 3. Is the critical thinking ability of high school students significantly improved after the experiment? In this paper, data collection and research are carried out mainly through monthly examination volume analysis, questionnaire survey, observation record, experiment and interview. Before the experiment, the author uses the SPSS22.0 data analysis software to carry out the independent sample T test on the first month's test results. The results show that the number of students in 1509 and 1510 classes is not only the same as that of the students, but also the average score of the English month examination is similar, and there is no obvious difference. As a result, the author takes the 1509 class as the experimental class, and the class is based on the critical reading teaching mode. The class is the control class, and the class is based on the traditional teaching mode. At the same time, through the analysis of the data of the pre-survey questionnaire, to master the use of the critical reading strategy of the experimental class and the control class, provide the reference for the specific development of the critical reading teaching experiment. In the experiment, the author observed 15 reading classes of the experimental class and the control class, and focused on the teaching contents, the class process and the class activities of the experimental teacher, to know how to carry out the critical reading teaching and the class feedback of the students. And the cultivation of critical thinking ability of the students. After one month of experiment, through the data collection and analysis of the second-month examination result and the reading comprehension title accuracy rate, the paper preliminarily mastered the change of the student's monthly test results and the reading comprehension accuracy of the experimental class. After the experiment, the change of the frequency of the critical reading strategy of the students in the experiment class was further studied through the post-survey questionnaire. Through the analysis of the results of the third month and the accuracy of reading comprehension, the change of the test results and the accuracy of the reading comprehension of the students in the experiment class will be better understood. In addition, in order to make a more objective proof of the development of the critical reading teaching experiment, it has a positive effect on the improvement of the accuracy of the reading title of the students in the experimental class; the author briefly analyzes the change of the accuracy of the subject reading of the experimental class and the control class. Finally, through the teacher-student interview, the change of critical thinking ability of the students is more fully understood, and the problem of critical reading teaching experiment is found. The results of critical reading teaching show that the accuracy of reading comprehension, the accuracy of reading comprehension and the accuracy of reading comprehension after after-school reading are greatly improved after the students are involved in the critical reading teaching experiment. In the critical reading class, students' awareness of using critical reading strategies is significantly improved with the proper guidance of the experimental teachers. At the same time, the students participate in the classroom activities by completing the tasks of the class, and the critical thinking ability of the students is also cultivated. In summary, the successful development of critical reading teaching experiment is not only beneficial to the improvement of the accuracy of the students' reading comprehension, but also the positive effect on the students' critical thinking ability.
【学位授予单位】：山东师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：G633.41

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