关于初中英语阅读中质疑如何促进批判性思维的实证研究
发布时间：2023-10-17 18:57
课堂提问是英语阅读教学中的一项基本教学策略,是培养学生批判性思维能力的一种方法。这就是为什么一个好的老师善于提问,特别是那些认知要求很高的问题。在回答问题时学生会被鼓励在认知上进行更高层次的思考,从而提高他们的认知思维能力。具有批判性思维能力的学生比那些缺乏批判性思维能力的学生更能应付他们在英语阅读过程中遇到的挑战。通过在批判思维下有意识的进行批判性阅读,学生可以表达自己的独立观点,从而培养独立思维的能力。当前我国课堂提问研究及其对学生批判性思维培养的影响与国外在这方面的研究相比,其深度和广度是非常有限的。事实上,这些研究大多是最近才开始的。由于国内研究在这一领域的差距,本论文旨在通过探究英语阅读教学中的课堂问题如何影响初中生批判性思维的发展来弥补这一不足。本论文基于皮亚杰的认知发展理论和布卢姆的认知层次分类法和双过程理论作为其概念框架,并结合当前初中阶段英语阅读教学存在的严重缺陷,尤其是对学生批判性思维的的培养缺失进行分析。通过问卷调查、课堂观察、教学实验、前测和后测以及访谈,本文试图回答以下三个问题:一、初中英语课堂提问的现状和问题是什么?二、初中生批判性思维能力培养的现状和问题是...
【文章页数】：70 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter Ⅰ Introduction
1.1 Research background
1.2 Research questions
1.3 Research Significance
1.4 Thesis framework
Chapter Ⅱ Literature review
2.1 Introduction of the Chapter
2.2 Studies on critical thinking abroad and at home
2.2.1 Studies on critical thinking abroad
2.2.2 Studies on Critical thinking at home
2.3 Studies on classroom questions abroad and at home
2.3.1 Studies on classroom questions abroad
2.3.2 Studies on classroom questions at home
2.4 Studies on Integration of critical thinking and classroom questioning
2.4.1 Studies on Integration of critical thinking and classroom questioning abroad
2.4.2 Studies on Integration of critical thinking and classroom questions at Home
2.5 Theoretical framework
2.5.1 Theory of cognitive development
2.5.2 Dual-process Theory
2.6 Summary of literature Review
Chapter Ⅲ Methodology
3.1 Hypotheses
3.2 Research subjects
3.3 Research methods
3.4 Research instruments
3.4.1 Questionnaires
3.4.2 Classroom observations
3.4.3 Test
3.4.4 Interview of English teachers
3.5 Procedure of Teaching experiment
Chapter Ⅳ Results and Discussion
4.1 Results and discussion of Questionnaire
4.2 Results and discussion of Pre-test and post-test
4.3 Results and discussion of Observation
4.4 Result and discussion of the Interview of English Teachers
Chapter Ⅴ Conclusion
5.1 Main findings of the study
5.2 Pedagogical Implication
5.3 The limitation of this study
5.4 Suggestion for further research
References
Appendix Ⅰ: Questionnaire
Appendix Ⅱ: Teachers Interview
ACKNOWLEDGMENT
本文编号：3854824
【文章页数】：70 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter Ⅰ Introduction
1.1 Research background
1.2 Research questions
1.3 Research Significance
1.4 Thesis framework
Chapter Ⅱ Literature review
2.1 Introduction of the Chapter
2.2 Studies on critical thinking abroad and at home
2.2.1 Studies on critical thinking abroad
2.2.2 Studies on Critical thinking at home
2.3 Studies on classroom questions abroad and at home
2.3.1 Studies on classroom questions abroad
2.3.2 Studies on classroom questions at home
2.4 Studies on Integration of critical thinking and classroom questioning
2.4.1 Studies on Integration of critical thinking and classroom questioning abroad
2.4.2 Studies on Integration of critical thinking and classroom questions at Home
2.5 Theoretical framework
2.5.1 Theory of cognitive development
2.5.2 Dual-process Theory
2.6 Summary of literature Review
Chapter Ⅲ Methodology
3.1 Hypotheses
3.2 Research subjects
3.3 Research methods
3.4 Research instruments
3.4.1 Questionnaires
3.4.2 Classroom observations
3.4.3 Test
3.4.4 Interview of English teachers
3.5 Procedure of Teaching experiment
Chapter Ⅳ Results and Discussion
4.1 Results and discussion of Questionnaire
4.2 Results and discussion of Pre-test and post-test
4.3 Results and discussion of Observation
4.4 Result and discussion of the Interview of English Teachers
Chapter Ⅴ Conclusion
5.1 Main findings of the study
5.2 Pedagogical Implication
5.3 The limitation of this study
5.4 Suggestion for further research
References
Appendix Ⅰ: Questionnaire
Appendix Ⅱ: Teachers Interview
ACKNOWLEDGMENT
本文编号：3854824
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