批判性阅读教学在农村高中英语教学中的反思性研究

发布时间：2025-01-18 15:38

　　《新课标》明确指出,思维品质的培养是英语学科核心素养之一,学生应具备归类总结,分析推理,猜测演绎等批判性思维的能力。因此培养学生批判性思维的教学模式的探讨一直是语言研究者和教育者关注的重点。不同的教学模式针对不同的对象带来的教学效果自然也是不同的。然而现有文献表明,有关批判性阅读教学的研究大多以大学生和城市高中生为研究主体专注于研究批判性阅读模式对于英语学习的影响为重点,很少涉及农村高中这个群体,而研究在这个群体中实施该教学模式中存在的问题的那就更少了。鉴于此,本研究以高中英语学习者为研究对象,以批判性阅读教学模式在高中英语教学中的实施中所产生的问题为研究内容,旨在帮助农村高中英语教育者有针对性地改变、改革教学模式,提高教学效果。本研究聚焦于三个方面的问题:一是在高中英语阅读教学中,批判性阅读教学相对于传统阅读教学是否更有效;二是两种教学模式效果之间产生差异的潜在原因;三是重新审视批判性阅读教学模式及其在高中英语教学过程中存在的困难与问题。本研究理论框架是基于建构学习理论、批判性语篇分析和文秋芳的层级模型的相关理论。研究设计采用定量和定性结合的方法。定量研究以测试、问卷调查为研究工具。研...

【文章页数】：81 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Definitions of key terms in this study
        2.1.1 Critical Thinking
        2.1.2 Critical Reading
        2.1.3 Critical Reading Teaching
    2.2 Theoretical bases in this study
        2.2.1 Constructive Learning Theory
        2.2.2 Critical Discourse Analysis Theory
        2.2.3 Wen Qiufang's two-level framework
    2.3 Previous studies on CRT at home and abroad
        2.3.1 Previous studies on CRT abroad
        2.3.2 Previous studies on CRT at home
        2.3.3 Comments on previous studies
Chapter Three Methodology
    3.1 Research questions
    3.2 Research design
        3.2.1 Quantitative part of research
        3.2.2 Qualitative part of research
Chapter Four Results and Discussion
    4.1 Difference in English reading comprehension competence between CC and EC
        4.1.1 Difference in overall performance of the reading comprehension between CCand EC
        4.1.2 Difference in detailed CT competence of the the reading comprehesion betweenCC and EC
    4.2 Factors contributing to the difference in CRT
        4.2.1 Students' beliefs
        4.2.2 Students' learning habits
        4.2.3 Students' motivation
    4.3 Problems existing in the implementation of CRT
        4.3.1 Problems attributed to teachers' factors
        4.3.2 Problems attributed to students' factors
        4.3.3 Problems attributed to environmental factors
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitation and suggestions for the future study
References
Appendixes
    Appendix Ⅰ Pre-test paper
    Appendix Ⅱ Post-test paper
    Appendix Ⅲ A traditional reading teaching sample
    Appendix Ⅳ A CRT model teaching sample
    Appendix Ⅴ Questionnaire
    Appendix Ⅵ Class-observation form
    Appendix Ⅶ Interview
Publication



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