高中英语阅读课堂提问类型对学生批判性思维影响的研究

发布时间：2021-01-18 09:03

　　批判性思维不仅是当今国内外教育界共同关注的核心技能之一,也是思维品质的重要组成部分和表现形式。作为高中英语教学中的重要组成部分,阅读教学也是培养学生批判性思维的有效途径之一。在高中英语阅读教学中,教师提问不仅是师生沟通和交流的桥梁,也是培养学生批判性思维的重要途径。因此,研究不同的教师提问类型在高中英语阅读课中的使用,帮助学生在理解文章字面意思的基础上逐步理解文章的内涵,并进一步进行分析、推理和评估,从而提高学生的批判性思维和英语阅读成绩。本研究基于布鲁姆的教育目标分类学,建构主义和最近发展区理论,选取庆阳市某高中的93名高一学生为研究被试,以批判性思维技能测试和英语阅读测试作为研究工具,探讨了两个问题:第一,教师提问类型是否会影响学生的批判性思维?第二,教师提问类型是否会提高高中生的英语阅读成绩?在实验班,研究者在英语阅读课中设计了不同的教师提问类型,涉及的提问类型包括记忆型、理解型、应用型、分析型、评价型和创造型问题。教师不仅要引导学生理解文章的字面意义,还要在教师提问的引导下进行推断、分析和评价,理解文章的内涵以促进学生批判性思维的发展。实验结束后,借助SPSS.23.0软件,运... 

【文章来源】：西北师范大学甘肃省

【文章页数】：107 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
List of Abbreviations
Chapter 1 Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
Chapter 2 Literature review
    2.1 Previous researches on teacher questioning types abroad and at home
        2.1.1 Previous researches on teacher questioning types abroad
        2.1.2 Previous researches on teacher questioning types at home
    2.2 Previous researches on the critical thinking abroad and at home
        2.2.1 Previous researches on the critical thinking abroad
        2.2.2 Previous researches on the critical thinking at home
    2.3 Researches on the relationship between teacher questioning types and criticalthinking
    2.4 Summary
Chapter 3 Theoretical framework
    3.1 Bloom‘s Taxonomy of Educational Objectives
    3.2 Constructivism
    3.3 Zone of Proximal Development
Chapter 4 Research methodology
    4.1 Research questions
    4.2 Research subjects
    4.3 Research instruments
        4.3.1 Critical thinking test
        4.3.2 English reading tests
    4.4 Research procedures
    4.5 Data collection and analysis
Chapter 5 Results and discussion
    5.1 Results and discussion from critical thinking
        5.1.1 Results and discussion from critical thinking of pre-test
        5.1.2 Results and discussion from critical thinking of post-test
        5.1.3 Results and discussion between pre-test and post-test of critical thinking
    5.2 Results and discussion from English reading achievements
        5.2.1 Results and discussion from English reading achievements of pre-test
        5.2.2 Results and discussion from English reading achievements of post-test
        5.2.3 Results and discussion between pre-test and post-test of English readingachievements
Chapter 6 Conclusion
    6.1 Major findings
    6.2 Implications for further teaching
    6.3 Limitations of the research
    6.4 Suggestions for the further research
References
Appendix Ⅰ Critical thinking test （Zhang, 2017）
Appendix Ⅱ Pre-test of English reading
Appendix Ⅲ Post-test of English reading
Appendix Ⅳ Reading material
Acknowledgements
个人简历、在学期间发表的学术论文及研究成果



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