高中生思辨能力与英语读后续写的相关性研究
发布时间：2019-06-24 16:27
【摘要】：阅读与写作,作为测试语言的方式,皆与思维密切相关,阅读和写作的过程即人脑进行各种思维活动的过程。读后续写,作为写作题型中的一种,同时考察了学生的阅读和写作能力,已成为浙江省高考新题型之一,更是成为了培养高中生思维能力的有效途径。思辨能力,作为思维能力当中重要的一种能力,与阅读和写作密切相关,且近些年中小学外语课堂也强调学生思辨能力的培养。读后续写能考察思辨能力,不啻为一种有益的尝试。目前,外语教学虽然鼓励教师在课堂中培养学生的思辨能力,但在实际的高中课堂中,教学仍停留在单词、语法的简单输入,大多数的高中英语教师过于注重语言知识和语言技能等记忆理解型能力的培养,而忽视思辨能力等的高阶思维的提升。英语写作中,学生多是背诵范文,套用模板,教师的批改针对的是语言和语法错误,学生写作关注的是语言与语法的正确性,对文章内容以及逻辑性则关注甚少,导致文章内容单调枯燥、逻辑混乱。面对高中外语教学这一情况,读后续写应运而生,因为它读后续写强调在阅读的基础上完成文章的续写,从而考察了思辨能力,尤其是推理和评价能力。基于读后续写与思维的密切联系以及当前国内对高中生思辨能力与读后续写相关性的实证研究甚少。本论文试图以高二年级50名学生为研究对象,用批判性人格倾向测试、批判性思维技能测试、写作测试以及对学生的访谈为工具分析高中学生思维水平,采用量化和质性分析两种方式来看批判性思维能力与写作能力的相关性;质性分析将采用两套评分体系,一套是高考英语写作标准,另一套是批判性思维量表,分别给学生作文进行打分和文本分析。量化数据通过Excel表格和SPSS18.0进行统计和分析处理,在此基础上查看读后续写和批判性思维的相关性。质性分析结合相关理论对数据进行分析处理,并给予一定的教学建议。根据研究结果,高中生的思辨能力水平总体还处在中低水平,只有少数学生表现出高水平的思辨能力。从批判性思维人格倾向测试结果来看,高中生在开放性特征方面表现较好,但是在系统性和分析性方面表现有待提高;从批判性思维技能方面来看,高中生在分析和推理方面表现较佳,评价方面的能力有待提高。通过SPSS18.0分别对读后续写与批判性思维倾向以及读后续写与批判性思维技能进行相关性分析后发现,读后续写与两者都有正相关关系,由此得出结论,读后续写与思辨能力有显著正相关关系。但也存在一些例外,有些学生思辨能力较强,但读后续写表现不佳。通过研究发现,个人生活经验、情感、态度以及对材料的熟悉程度等都会影响写作结果。结合文章的切题性、论点的明确性、篇章连贯性以及说理透彻性进行质性分析,得出思辨能力与高中生读后续写的正相关关系。这些都给一线教师一定的启示,通过在写作中强调学生文章的切题性、论点的明确性、篇章连贯性以及说理透彻性来提高学生的思辨能力,同时通过提升学生的推理、评价等能力来提高学生的读后续写能力。
[Abstract]:Reading and writing, as the way of test language, are closely related to thinking, and the process of reading and writing is the process of various thinking activities of the human brain. It is an effective way to train high school students' thinking ability. The ability of thinking and thinking, as an important ability among the thinking ability, is closely related to reading and writing, and the foreign language class in primary and secondary schools in recent years also emphasizes the cultivation of the students' thinking ability. Reading the follow-up can examine the ability of thinking, and it is not a useful attempt. At present, the foreign language teaching, while encouraging the teachers to train the students' thinking ability in the class, but in the actual high school class, the teaching still stays in the words, the simple input of the grammar, most senior high school English teachers are too focused on the language knowledge and the language skills, and so on, And neglect the enhancement of higher-order thinking, such as the ability of thinking and the like. In the English writing, the students learn more about the language and grammar, and the students' writing attention is the correctness of the language and the grammar, the contents and the logic of the writing are very little, which leads to the tedious and logical confusion of the content of the article. In the face of the high school foreign language teaching, the follow-up writing has come into being, because it reads the follow-up and emphasizes on completing the writing of the article on the basis of reading, thus the thinking ability, in particular the ability of reasoning and evaluation. Based on the close relationship between the follow-up and thinking of high school students and the correlation between the thinking ability of high school students and the follow-up writing of high school students, there is little empirical research. This paper tries to analyze the high school students' thinking level by using 50 students in the second grade as the research object, using the critical personality tendency test, the critical thinking skill test, the writing test and the interview with the students. The relevance of critical thinking ability and writing ability can be seen by quantitative and qualitative analysis. The qualitative analysis will adopt two sets of scoring system, one is the English writing standard of the college entrance examination, the other is the critical thinking scale, and the students' composition is scored and analyzed separately. The quantitative data is analyzed and analyzed through the Excel table and the SPSS18.0, and then the correlation between the follow-up and critical thinking is viewed. The qualitative analysis and related theories analyze the data and give some teaching suggestions. Based on the results of the study, the level of thinking ability of high school students is still at a low level, and only a few students show a high level of speculative ability. In the light of the test results of critical thinking personality, the high school students have a better performance in the open-label character, but the performance of the high school students is to be improved in the aspects of systematicness and analysis; in terms of critical thinking skills, the high school students have better performance in the analysis and reasoning. The capacity to evaluate is to be improved. After the correlation analysis of the follow-up and critical thinking tendency and the reading of the follow-up and critical thinking skills, it is found that the follow-up writing has a positive correlation with both, and the conclusion is that the follow-up writing is positively related to the thinking ability. But there are some exceptions. Some students have a strong sense of thinking, but the follow-up performance is not good. It is found that the personal life experience, the emotion, the attitude and the degree of familiarity with the material will affect the writing results. In this paper, the paper points out the positive correlation between the ability of thinking and the follow-up of high school students. These all give a certain enlightenment to the first-line teachers, through the emphasis on the students' article's cut-off, the clarity of the argument, the coherence of the chapter and the thorough nature of the students in the writing, and improve the students' thinking ability, and at the same time, through the promotion of the students' reasoning, And the ability of evaluation and the like is used to improve the reading-up ability of the students.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2505205
[Abstract]:Reading and writing, as the way of test language, are closely related to thinking, and the process of reading and writing is the process of various thinking activities of the human brain. It is an effective way to train high school students' thinking ability. The ability of thinking and thinking, as an important ability among the thinking ability, is closely related to reading and writing, and the foreign language class in primary and secondary schools in recent years also emphasizes the cultivation of the students' thinking ability. Reading the follow-up can examine the ability of thinking, and it is not a useful attempt. At present, the foreign language teaching, while encouraging the teachers to train the students' thinking ability in the class, but in the actual high school class, the teaching still stays in the words, the simple input of the grammar, most senior high school English teachers are too focused on the language knowledge and the language skills, and so on, And neglect the enhancement of higher-order thinking, such as the ability of thinking and the like. In the English writing, the students learn more about the language and grammar, and the students' writing attention is the correctness of the language and the grammar, the contents and the logic of the writing are very little, which leads to the tedious and logical confusion of the content of the article. In the face of the high school foreign language teaching, the follow-up writing has come into being, because it reads the follow-up and emphasizes on completing the writing of the article on the basis of reading, thus the thinking ability, in particular the ability of reasoning and evaluation. Based on the close relationship between the follow-up and thinking of high school students and the correlation between the thinking ability of high school students and the follow-up writing of high school students, there is little empirical research. This paper tries to analyze the high school students' thinking level by using 50 students in the second grade as the research object, using the critical personality tendency test, the critical thinking skill test, the writing test and the interview with the students. The relevance of critical thinking ability and writing ability can be seen by quantitative and qualitative analysis. The qualitative analysis will adopt two sets of scoring system, one is the English writing standard of the college entrance examination, the other is the critical thinking scale, and the students' composition is scored and analyzed separately. The quantitative data is analyzed and analyzed through the Excel table and the SPSS18.0, and then the correlation between the follow-up and critical thinking is viewed. The qualitative analysis and related theories analyze the data and give some teaching suggestions. Based on the results of the study, the level of thinking ability of high school students is still at a low level, and only a few students show a high level of speculative ability. In the light of the test results of critical thinking personality, the high school students have a better performance in the open-label character, but the performance of the high school students is to be improved in the aspects of systematicness and analysis; in terms of critical thinking skills, the high school students have better performance in the analysis and reasoning. The capacity to evaluate is to be improved. After the correlation analysis of the follow-up and critical thinking tendency and the reading of the follow-up and critical thinking skills, it is found that the follow-up writing has a positive correlation with both, and the conclusion is that the follow-up writing is positively related to the thinking ability. But there are some exceptions. Some students have a strong sense of thinking, but the follow-up performance is not good. It is found that the personal life experience, the emotion, the attitude and the degree of familiarity with the material will affect the writing results. In this paper, the paper points out the positive correlation between the ability of thinking and the follow-up of high school students. These all give a certain enlightenment to the first-line teachers, through the emphasis on the students' article's cut-off, the clarity of the argument, the coherence of the chapter and the thorough nature of the students in the writing, and improve the students' thinking ability, and at the same time, through the promotion of the students' reasoning, And the ability of evaluation and the like is used to improve the reading-up ability of the students.
【学位授予单位】：杭州师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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