批判性阅读教学法在高中英语阅读教学中应用的研究

发布时间：2018-10-22 08:28

【摘要】：随着信息时代的发展,人们需要以批判的方式区别大量的信息和知识。而且,新课程标准(NCS)2013明确指出,“英语教学应特别注重提高学生用英语思维和表达的能力,培养学生的批判性思维能力”。因此,根据时代发展和英语新课标的要求,培养和发展学生的批判性思维能力是很重要的。批判性阅读对于培养学生的批判性思维起至关重要的作用。然而,在目前的情况下,在阅读课教师们注重词汇、句式和语法结构,而忽视了学生的批判性思维能力的培养。在阅读过程中学生们缺乏批判性阅读所具备的分析、判断、推断和评价能力。因此,为了培养学生的批判性思维能力,应该注重进行批判性阅读教学。这项研究旨在通过进行批判性阅读教学法来提高学生的阅读能力和批判性思维。本研究以建构主义学习理论和批评话语分析理论为基础。阐述了批判性思维与批判性阅读的相关理论,通过结合相关理论和教学实践,作者探究批判性阅读教学。本研究作者提出三个研究问题:(1)高中生批判性阅读总体情况怎么样?(2)批判性阅读教学法运用前后学生的批判性思维有差别吗?(3)批判性阅读教学法运用后,高中生英语阅读能力有提高吗?而且作者设计了一些活动:自主思维活动,小组讨论活动,批判性阅读问题活动。在批判性阅读教学程序中,作者在读前、读中、读后过程中,运用教学设计活动让学生掌握批判性阅读技巧且在阅读中学会运用区分事实和观点、识别作者的语调和写作目的、推断和得出结论。本研究在两个教学平行班进行,批判性阅读教学在实验班进行,控制班仍然采用原来的教学。实验中运用的研究工具包括阅读理解测试卷、批判性思维问卷和软件SPSS 22.0。采用问卷调查、访谈目的是了解高中生批判性阅读的总体情况以及实验前、后学生批判性思维的差别;采用测试验证是否批判性阅读教学可以提高学生的阅读能力和批判性思维的技巧。根据问卷调查的数据统计和分析且结合访谈结果,实验前实验班和控制班的学生总体情况是学生几乎不了解批判性思维,实验后实验班的学生批判性思维明显有了提高,而且批判性态度有了很大改变。根据试卷的数据统计和分析,阅读测试后实验班学生的分数明显高于控制班学生的分数。这充分表明在阅读测试中当面临问题时,实验班的参与者们能够使用批判性阅读技巧来提高他们的阅读成绩。经过一学期的实验,作者得出结论:批判性阅读教学不仅能提高学生的阅读能力,而且能培养学生的批判性思维技巧。
[Abstract]:With the development of the information age, people need to distinguish a lot of information and knowledge in a critical way. Moreover, the new curriculum standard (NCS) 2013 clearly points out that "English teaching should pay special attention to improving students' ability to think and express in English and to cultivate students' critical thinking ability". Therefore, it is very important to cultivate and develop the students' critical thinking ability according to the development of the times and the requirements of the new English curriculum. Critical reading plays an important role in cultivating students' critical thinking. However, under the present circumstances, teachers in reading class pay attention to vocabulary, sentence structure and grammatical structure, while neglecting the cultivation of students' critical thinking ability. In the process of reading, students lack the ability to analyze, judge, infer and evaluate critical reading. Therefore, in order to cultivate students' critical thinking ability, we should pay attention to the teaching of critical reading. The aim of this study is to improve students' reading ability and critical thinking through critical reading teaching. This study is based on constructivism learning theory and critical discourse analysis theory. This paper expounds the relevant theories of critical thinking and critical reading, and explores the teaching of critical reading by combining relevant theories and teaching practices. The author puts forward three research questions: (1) what is the overall situation of critical reading in high school students? (2) is there any difference in students' critical thinking before and after the use of critical reading teaching method? (3) after the use of critical reading teaching method, Do senior high school students improve their English reading ability? And the author designs some activities: autonomous thinking activities, group discussions, critical reading activities. In the teaching process of critical reading, the author uses instructional design activities to help students master critical reading skills before, during and after reading, and to recognize the author's intonation and writing purpose by distinguishing facts and viewpoints in reading. Infer and draw a conclusion. This study is conducted in two parallel classes, critical reading teaching in the experimental class, control class is still using the original teaching. The research tools used in the experiment included reading comprehension test, critical thinking questionnaire and software SPSS 22.0. The purpose of the interview is to find out the general situation of critical reading in senior high school students and the difference of students' critical thinking before and after the experiment. Using tests to verify whether critical reading teaching can improve students' reading ability and critical thinking skills. According to the data statistics and analysis of the questionnaire and combined with the interview results, the general situation of the students in the experimental class and the control class before the experiment is that the students hardly understand the critical thinking, and the critical thinking of the students in the experimental class has obviously improved after the experiment. And critical attitudes have changed a lot. According to the statistics and analysis of the test paper, the scores of the students in the experimental class are obviously higher than those in the control class after the reading test. This fully shows that participants in the experimental class can use critical reading skills to improve their reading performance when faced with problems in reading tests. After a semester of experiments, the author concludes that critical reading teaching can not only improve students' reading ability, but also cultivate students' critical thinking skills.
【学位授予单位】：内蒙古师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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