初中英语教师提问与学生批判性思维技能培养的个案研究
发布时间：2020-12-14 00:28
批判性思维即批判性思考,旨在决定我们信念与行动的合理性,反思性的思考方式。作为一种理想的教育结果和职业属性,批判性思维在国内外教育界受到了广泛的关注。近年来,在二语习得方面,越来越多的专家、学者和一线教师,意识到批判性思维的重要性。本文只对批判性技能进行了解和研究。在英语课堂中,恰当的教师提问不仅可以检验学生的基本语言知识和技能,还可以促进学生批判性思维的发展。迄今为止,国内外很多专家和教师对教师提问和批判性思维进行了深入的研究,然而将教师提问和批判性思维培养,两者结合的研究却不多。因此,给本文的作者留下了继续研究的空间。批判性思维包含批判性知识、批判性技能和批判性倾向。本文拟从教师提问的类型以及提问对学生批判性思维技能的培养出发,着重讨论以下三个问题:1.初中英语教师对批判性思维的了解状况如何?2.教师课堂提问的主要类型是什么?3.课堂各类型问题是否有利于学生批判性思维技能的培养?作者对巴中市高级中学,初三年级的三名英语教师的英语课堂,进行了为期三个月的观察。课堂观察主要集中在初中阅读课。同时,结合问卷和访谈,对研究问题进行了深入的探究。最后通过数据的收集、整理和分析得出以下研究结果...
【文章来源】：四川师范大学四川省
【文章页数】：68 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Structure of the Study
Chapter Two Literature Review
2.1 Teacher Questioning
2.1.1 Definitions of Teacher Questioning
2.1.2 Types of Teacher Questioning
2.2 Critical Thinking Skills
2.2.1 Definitions of Critical Thinking
2.2.2 Critical Thinking Skills
2.3 The Correlation between Teacher Questioning and Critical Thinking Skills
2.4 Related Studies on Teacher Questioning and Critical Thinking in China andAbroad
2.4.1 Studies on Teacher Questioning in China and Abroad
2.4.2 Studies on Critical Thinking in China and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Semi-structured Interview
3.3.3 Questionnaire
3.4 Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussions
4.1 Teachers’ general Understanding and Viewpoints towards Critical Thinking
4.2 Question Types and Cognitive Levels
4.3 Questions and the Cultivation of Students' critical Thinking Skills
4.3.1 Interpretation
4.3.2 Analysis
4.3.3 Evaluation
4.3.4 Inference
4.3.5 Explanation
4.3.6 Self-regulation
Chapter Five Conclusion and Implication
5.1 Research Findings
5.2 Implications
5.3 Limitations of This Study
5.4 Suggestions for the Further Study
Bibliography
Appendix I
Appendix Ⅱ
Acknowledgements
本文编号：2915461
【文章来源】：四川师范大学四川省
【文章页数】：68 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Background of the Study
1.2 Significance of the Study
1.3 Purpose of the Study
1.4 Structure of the Study
Chapter Two Literature Review
2.1 Teacher Questioning
2.1.1 Definitions of Teacher Questioning
2.1.2 Types of Teacher Questioning
2.2 Critical Thinking Skills
2.2.1 Definitions of Critical Thinking
2.2.2 Critical Thinking Skills
2.3 The Correlation between Teacher Questioning and Critical Thinking Skills
2.4 Related Studies on Teacher Questioning and Critical Thinking in China andAbroad
2.4.1 Studies on Teacher Questioning in China and Abroad
2.4.2 Studies on Critical Thinking in China and Abroad
Chapter Three Methodology
3.1 Research Questions
3.2 Participants
3.3 Research Methods
3.3.1 Classroom Observation
3.3.2 Semi-structured Interview
3.3.3 Questionnaire
3.4 Procedures
3.5 Data Collection and Analysis
Chapter Four Results and Discussions
4.1 Teachers’ general Understanding and Viewpoints towards Critical Thinking
4.2 Question Types and Cognitive Levels
4.3 Questions and the Cultivation of Students' critical Thinking Skills
4.3.1 Interpretation
4.3.2 Analysis
4.3.3 Evaluation
4.3.4 Inference
4.3.5 Explanation
4.3.6 Self-regulation
Chapter Five Conclusion and Implication
5.1 Research Findings
5.2 Implications
5.3 Limitations of This Study
5.4 Suggestions for the Further Study
Bibliography
Appendix I
Appendix Ⅱ
Acknowledgements
本文编号：2915461
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