高中英语批判性阅读研究
发布时间：2018-10-26 11:39
【摘要】：批判性思维因其对个体的成长发展等个人属性和社会属性均起着重要作用,故为国内外教育界所普遍关注。如何培养个体的批判性思维也一直是备受关注的实践性话题,在教育界较为主流的倾向是将批判性思维以具体学科为依托平台,融入学科教学来实现其发展。《全日制普通高中英语新课程标准(2013)》明确了高中英语教学应着重培养学生几个方面的能力之中就包括用英语获取和处理信息的能力、用英语分析问题和解决问题的能力以及批判性思维能力。高中英语课型以阅读课较多,如何依托英语阅读课提升学生的批判性思维能力,笔者以提高学生批判性阅读能力作为切入点,构建批判性阅读模式。按照阅读阶段以及对应阶段所运用的主要批判性阅读策略,该模式分为以文本解读为重点的读前批判性阅读、以质疑文本为重点的读中批判性阅读、以读后写作为重点的批判性阅读后三个阶段,以该模式为框架进行批判性阅读课堂教学设计。本研究采用了行动研究的方法,选择宁波市LS中学高中二年级一个班级进行了一个学期研究,在研究期间将定性研究和定量研究相结合。在先导性研究中采用《加利福尼亚批判性思维技能测试》对该班进行测试,发现学生的批判性思维处于矛盾状态。随之对该班学生也进行了批判性阅读测试和相应的批判性阅读策略使用情况的问卷调查做以补充,发现学生的批判性阅读策略使用频度较低,批判性阅读测试得分率较低,都说明了学生的批判性阅读能力亟需培养。研究过程分三轮行动研究,分别有针对性地培养学生在三个阶段相应批判性阅读策略的使用,学生阶梯式地提高综合使用批判性阅读策略的能力。对研究前后的相应数据分析结果表明,本研究中设计的批判性阅读模式是有效的,有步骤分阶段地进行批判性阅读策略训练,学生批判性阅读的主动性有所提升,批判性阅读能力得到了提高。本研究通过对该批判性阅读模式的研究,为高中英语阅读教学提供有价值的启示,为学生和老师提出了一些切实可行的建议。
[Abstract]:Critical thinking plays an important role in personal and social attributes, such as the growth and development of individuals, so it is generally concerned by the educational circles at home and abroad. How to cultivate individual critical thinking is also a practical topic of great concern. The mainstream tendency in the education field is to take critical thinking as a platform based on specific disciplines. The New English Curriculum Standard for Full-time General Senior High School (2013) makes it clear that English teaching in senior high schools should focus on cultivating students' abilities in several aspects, including the ability to obtain and process information in English. Ability to analyze and solve problems in English and critical thinking. There are more reading classes in senior high school. How to improve students' critical thinking ability based on English reading class and how to improve students' critical reading ability are taken as the starting point to construct critical reading mode. According to the main critical reading strategies used in the reading stage and the corresponding stage, the model can be divided into pre-reading critical reading with textual interpretation as the focus, and critical reading with query text as the focus. The three stages of critical reading, which focus on post-reading writing, are used as the framework to design the classroom teaching of critical reading. This study adopts the method of action research, chooses the second grade class of LS middle school in Ningbo for a semester, and combines qualitative research with quantitative research during the research period. California critical thinking skill Test was used in the pilot study to test the class, and it was found that the students' critical thinking was in a contradictory state. Then, the students were supplemented by critical reading tests and questionnaires on the use of critical reading strategies. It was found that the students' use of critical reading strategies was low, and the scoring rate of critical reading tests was low. All of them show that students' critical reading ability needs to be developed urgently. The research process is divided into three rounds of action research to train the students to use the corresponding critical reading strategies in the three stages, and to improve the students' ability of using the critical reading strategies step by step. The results of the corresponding data analysis before and after the study show that the critical reading model designed in this study is effective, and the students' initiative of critical reading is improved by the training of critical reading strategies step by step. Critical reading has been improved. Through the study of this critical reading model, this study provides valuable enlightenment for senior English reading teaching, and provides some practical suggestions for students and teachers.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2295591
[Abstract]:Critical thinking plays an important role in personal and social attributes, such as the growth and development of individuals, so it is generally concerned by the educational circles at home and abroad. How to cultivate individual critical thinking is also a practical topic of great concern. The mainstream tendency in the education field is to take critical thinking as a platform based on specific disciplines. The New English Curriculum Standard for Full-time General Senior High School (2013) makes it clear that English teaching in senior high schools should focus on cultivating students' abilities in several aspects, including the ability to obtain and process information in English. Ability to analyze and solve problems in English and critical thinking. There are more reading classes in senior high school. How to improve students' critical thinking ability based on English reading class and how to improve students' critical reading ability are taken as the starting point to construct critical reading mode. According to the main critical reading strategies used in the reading stage and the corresponding stage, the model can be divided into pre-reading critical reading with textual interpretation as the focus, and critical reading with query text as the focus. The three stages of critical reading, which focus on post-reading writing, are used as the framework to design the classroom teaching of critical reading. This study adopts the method of action research, chooses the second grade class of LS middle school in Ningbo for a semester, and combines qualitative research with quantitative research during the research period. California critical thinking skill Test was used in the pilot study to test the class, and it was found that the students' critical thinking was in a contradictory state. Then, the students were supplemented by critical reading tests and questionnaires on the use of critical reading strategies. It was found that the students' use of critical reading strategies was low, and the scoring rate of critical reading tests was low. All of them show that students' critical reading ability needs to be developed urgently. The research process is divided into three rounds of action research to train the students to use the corresponding critical reading strategies in the three stages, and to improve the students' ability of using the critical reading strategies step by step. The results of the corresponding data analysis before and after the study show that the critical reading model designed in this study is effective, and the students' initiative of critical reading is improved by the training of critical reading strategies step by step. Critical reading has been improved. Through the study of this critical reading model, this study provides valuable enlightenment for senior English reading teaching, and provides some practical suggestions for students and teachers.
【学位授予单位】：宁波大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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