英语专业硕士研究生思辨能力的变化趋势研究
发布时间：2018-11-27 10:21
【摘要】：思辨能力作为现代教育的重要培养目标之一,近年来受到了国内外的广泛关注。国内学术界普遍认为外语专业学生思辨缺席,并为解决这一问题开展了大量的研究。然而研究对象集中于英语专业本科生,极少关注英语专业硕士研究生这一群体。尽管硕士研究生思辨能力培养的必要性和重要性得到广泛认同,但是国内相关研究大都从宏观角度理论层面探究培养方法,很少关注某一具体学科硕士研究生思辨能力发展状况,并且缺乏实证支持。有关英语专业硕士研究生的思辨能力的研究极少,且大都在某一课程内通过行动研究探索思辨能力培养的具体措施,尚缺少从整个英语专业硕士研究生教育的宏观角度探究培养方法的相关研究。为了弥补这一不足,本文将通过测量英语专业硕士研究生各个年级的思辨能力水平,描述英语专业的硕士研究生思辨能力的年级变化趋势,探究变化趋势背后的原因,以期从教师教学层面为英语专业研究生思辨能力的培养提供具有针对性的建议。本文以山东省某所师范院校英语专业硕士研究生为研究对象。其中学术型研究生共85名,分别来自研一、研二、研三三个年级;专业型研究生共97名,分别来自研一、研二两个年级。历年英语专业硕士研究生入学分数大致一致,各个年级之间并无显著差异。首先,以思辨技能问卷以及思辨倾向问卷为研究工具,对英语专业硕士研究生思辨技能与思辨倾向进行数据收集。其中,思辨技能包括分析、评价、推理三个维度;思辨倾向包括寻求真理、思想开放性、分析性、系统性、自信心、好奇心、成熟度七个维度。随后运用SPSS20,通过描述性统计、单因素方差分析以及独立样本T检验,对问卷数据进行统计性分析。然后,根据数据结果,随机选取10名学生进行半结构式访谈,进行质化分析,以为量化结果做出补充。研究结果显示:第一,英语专业学术型研究生的总体思辨技能随着年级的升高呈上升趋势,三个年级之间存在显著性差异。研一与研二之间的差异大于研二与研三之间,但这两种差异均不存在显著性。说明英语专业学术型研究生的思辨技能进步明显,二年级的进步幅度大于三年级,但并无发展关键期。英语专业学术型研究生的三个思辨技能维度随着年级的升高均呈上升趋势。三个年级两两比较发现,只有研一与研三在推理维度上存在显著性差异,分析、评价维度上均不存在显著性差异,说明只有推理技能进步明显。第二,英语专业专业型研究生的思辨技能随着年级的升高呈上升趋势。两个年级在总体技能以及各维度上均不存在显著性差异。说明英语专业专业型研究生的思辨技能有所进步,但并不明显。第三,英语专业学术型研究生的思辨倾向随着年级的增长呈现“正V型”变化趋势。就各维度而言,思想开放性与成熟度呈“正V型”变化趋势,分析性与自信心呈“倒V型”变化趋势,寻求真理与系统性呈下降趋势,好奇心呈上升趋势。每两个年级之间在总体思辨倾向以及各维度上均无显著性差异,说明三年学术型研究生教育对其思辨倾向的发展并无明显影响。第四,英语专业专业型研究生的思辨倾向随着年级的升高呈下降趋势。就各维度而言,思想开放性及成熟度呈上升趋势以外,其他各维度均呈下降趋势。两个年级在总体思辨倾向以及各维度上均无显著性差异,说明专业型研究生的思辨倾向有小幅退步,但并不明显。本文依据研究发现,从教学方式、课程设置、师生关系、评价方式以及论文指导五个方面提出建议,以促进英语专业的硕士研究生思辨能力的发展。然而本研究也存在一定的局限性:研究对象仅来自一所学校;研究对象不是同一批学生;未测量一年级学生入学时的思辨能力。今后的研究可以弥补这些不足,深入全面地进行研究。
[Abstract]:As one of the important training objectives of modern education, speculative ability has been widely concerned at home and abroad in recent years. The domestic academic circles generally believe that foreign language professional students are absent, and a great deal of research has been carried out to solve the problem. However, the research object is focused on the undergraduates of English major, and it is very rare to pay attention to this group of the master's degree of English major. Although the necessity and importance of the cultivation of the ability of the master's post-graduate students are widely recognized, most of the relevant research in the country is to explore the cultivation method from the perspective of the macro-angle, with little attention to the development of the thinking ability of the master's master in a particular subject, and the lack of empirical support. The research on the thinking ability of the graduate students of English major is very little, and most of them have explored the specific measures of the cultivation of the thinking ability through the action research in a certain course, and the related research of the cultivation method from the macro-angle of the whole master's post-graduate education of the English major is lacking. In order to make up for this deficiency, this paper will describe the grade change trend of the different grades of the master's degree of the major in English major by measuring the level of the different grades of the master's degree in the master's degree, and explore the reasons behind the change trend. The aim of this paper is to provide a specific suggestion from the teaching level of the teacher to the cultivation of the college students' thinking ability. In this paper, a master's degree of English major in a normal university of Shandong province is the subject of the study. Among them, there are 85 academic-type postgraduates from the first, the second and the third grade respectively; 97 of the specialized graduate students are from the first and the second grades respectively. There is no significant difference between the grades of the master's master's degree in the calendar year. First of all, the data collection is carried out on the thinking skills and the thinking tendency of the master's degree of English major in the form of the thinking skill questionnaire and the thinking-based questionnaire as the research tool. Among them, the thinking skills include three dimensions: analysis, evaluation and reasoning; the thinking of thinking includes seeking truth, opening the mind, analyzing, systematicness, self-confidence, curiosity and maturity. The questionnaire data were then statistically analyzed by means of descriptive statistics, single-factor analysis of variance, and independent sample T-test using the SPSS20. Then, according to the data results, 10 students were randomly selected for semi-structured interview, and the qualitative analysis was carried out to supplement the quantitative results. The results of the study show that the overall thinking skill of the academic postgraduates of the first and the English majors is on the rise with the rising of the grade, and there is a significant difference between the three grades. The difference between the research one and the second one is greater than that between the research two and the research three, but there is no significant difference between the two differences. It is clear that the progress of the second year's progress is higher than that of the third grade, but there is no key period of development. The three different skill dimensions of the major academic postgraduates of English major have been on the rise with the rise of grade. It is found that there is no significant difference in the three grades in the three grades, and there is no significant difference in the analysis and evaluation dimension, and only the progress of reasoning skill is obvious. Second, the thought-out skill of the major-type graduate of English major is on the rise with the rise of grade. There was no significant difference between the overall skills and the dimensions in both grades. It is not obvious that the thinking skills of the major-class graduate students of English major have made progress. Third, the speculative tendency of the academic postgraduates of the English major has a tendency to change the 鈥減ositive V-type鈥，
本文编号：2360401
[Abstract]:As one of the important training objectives of modern education, speculative ability has been widely concerned at home and abroad in recent years. The domestic academic circles generally believe that foreign language professional students are absent, and a great deal of research has been carried out to solve the problem. However, the research object is focused on the undergraduates of English major, and it is very rare to pay attention to this group of the master's degree of English major. Although the necessity and importance of the cultivation of the ability of the master's post-graduate students are widely recognized, most of the relevant research in the country is to explore the cultivation method from the perspective of the macro-angle, with little attention to the development of the thinking ability of the master's master in a particular subject, and the lack of empirical support. The research on the thinking ability of the graduate students of English major is very little, and most of them have explored the specific measures of the cultivation of the thinking ability through the action research in a certain course, and the related research of the cultivation method from the macro-angle of the whole master's post-graduate education of the English major is lacking. In order to make up for this deficiency, this paper will describe the grade change trend of the different grades of the master's degree of the major in English major by measuring the level of the different grades of the master's degree in the master's degree, and explore the reasons behind the change trend. The aim of this paper is to provide a specific suggestion from the teaching level of the teacher to the cultivation of the college students' thinking ability. In this paper, a master's degree of English major in a normal university of Shandong province is the subject of the study. Among them, there are 85 academic-type postgraduates from the first, the second and the third grade respectively; 97 of the specialized graduate students are from the first and the second grades respectively. There is no significant difference between the grades of the master's master's degree in the calendar year. First of all, the data collection is carried out on the thinking skills and the thinking tendency of the master's degree of English major in the form of the thinking skill questionnaire and the thinking-based questionnaire as the research tool. Among them, the thinking skills include three dimensions: analysis, evaluation and reasoning; the thinking of thinking includes seeking truth, opening the mind, analyzing, systematicness, self-confidence, curiosity and maturity. The questionnaire data were then statistically analyzed by means of descriptive statistics, single-factor analysis of variance, and independent sample T-test using the SPSS20. Then, according to the data results, 10 students were randomly selected for semi-structured interview, and the qualitative analysis was carried out to supplement the quantitative results. The results of the study show that the overall thinking skill of the academic postgraduates of the first and the English majors is on the rise with the rising of the grade, and there is a significant difference between the three grades. The difference between the research one and the second one is greater than that between the research two and the research three, but there is no significant difference between the two differences. It is clear that the progress of the second year's progress is higher than that of the third grade, but there is no key period of development. The three different skill dimensions of the major academic postgraduates of English major have been on the rise with the rise of grade. It is found that there is no significant difference in the three grades in the three grades, and there is no significant difference in the analysis and evaluation dimension, and only the progress of reasoning skill is obvious. Second, the thought-out skill of the major-type graduate of English major is on the rise with the rise of grade. There was no significant difference between the overall skills and the dimensions in both grades. It is not obvious that the thinking skills of the major-class graduate students of English major have made progress. Third, the speculative tendency of the academic postgraduates of the English major has a tendency to change the 鈥減ositive V-type鈥，
本文编号：2360401
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