高中生英语写作中审辩式思维能力特点研究

发布时间：2018-03-21 05:02

本文选题：英语写作　切入点：审辩式思维能力　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：近年来,审辩式思维能力得到越来越多学者及研究者的广泛关注。研究者发现,审辩式思维能力的提高对于英语学习者英语综合能力的提高具有重要意义。然而,随着研究的深入,研究者们发现英语学习者审辩式思维能力的缺乏和忽视。英语写作作为一种高强的的思维活动,思维起着至关重要的作用。它能直接反应受试者思维能力的强弱。笔者通过翻阅研究资料了解到,从思维角度出发研究如何提高高中英语学习者写作的实证性研究较少。笔者选取紫云中学高二年级一班及十四班共88名同学作为研究对象,其中男生和女生人数分别为44人,着重探讨如下几个问题:(1)当前高中生审辩式思维能力现状如何?(2)当前高中生英语写作中审辩式思维能力如何?(3)高中生英语写作中审辩式思维能力特点如何?笔者所运用的研究工具为审辩式思维能力中文修订版,作文测试。通过SPSS22.0对所得数据进行分析和统计。研究结果表明:(1)当前高中生审辩式思维能力普遍较低。六项子技能中,强弱水平依次为评价、推理、分析、阐述、自我调节、解释技能;(2)当前高中生英语写作中审辩式思维能力处于中等水平。六项子技能中,强弱水平依次为推理、评价、分析、自我调节、阐述、解释技能。高中生英语写作中审辩式思维能力主要存在以下特点:(1)表达者不直接表明个人观点;(2)陈述者在表达过程中存在个人偏见,主观性较强;(3)表达者思维存在逻辑错误;(4)表达缺乏简洁性和精确性。本文研究得出以下启示:英语教师通过英语写作给予学生更多得审辩式思维能力的训练和学习:(1)教师应注重英语基础知识的学习;(2)教师应加强语篇分析训练;(3)教师应加强写作练习及写作细节的指导。
[Abstract]:In recent years, more and more scholars and researchers have paid more and more attention to the argumentative thinking ability. Researchers have found that the improvement of argumentative thinking ability is of great significance to the improvement of English learners' comprehensive English competence. With the deepening of the research, the researchers found that English learners lack and neglect the ability of argumentative thinking. English writing is a kind of high-strength thinking activity. Thinking plays a vital role. It can directly reflect the strength of the subjects' thinking ability. From the perspective of thinking, there is little empirical research on how to improve the writing of senior English learners. The author chooses 88 students in Grade 1 and Class 14 of Ziyun Middle School as the subjects of the study, of which 44 are boys and 44 girls, respectively. Focus on the following questions: 1) what is the current situation of senior high school students' thinking ability of trial and debate? What is the current thinking ability of senior high school students in English writing? What are the characteristics of high school students' argumentative thinking ability in English writing? The research tools used by the author are the revised Chinese version of argumentative thinking ability, the composition test, and the analysis and statistics of the data obtained by SPSS22.0. The results show that the current high school students' argumentative thinking ability is generally low. Evaluation, reasoning, analysis, exposition, self-regulation, explanation skills are in the middle level in English writing of senior high school students at present. Among the six sub-skills, the strong and weak levels are reasoning, evaluation and analysis in turn. Self-regulation, elaboration and interpretation skills. The main features of the critical thinking ability of senior high school students in English writing are as follows: 1) the speaker does not express his own opinion directly. (2) there is personal prejudice in the process of expression. (4) lack of succinctness and accuracy in expression. This study draws the following enlightenment: English teachers give students more training and learning of argumentative thinking ability through English writing. Teachers should pay more attention to the study of the basic knowledge of English. Teachers should strengthen the training of discourse analysis. 3) the teachers should strengthen the guidance of writing practice and writing details.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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