高中英语阅读教材中批判性思维能力培养设计的分析研究

发布时间：2021-03-09 08:18

　　批判性思维主张根据适合的评价标准,有意识的进行思考,从而根据标准做出合理的判断。具备批判性思维素质可以帮助我们从大量的信息中获得所需。在当代社会,批判性思维是创新型人才必备的特质。近年来,有关批判性思维的研究受到越来越多研究者的关注。西方国家对批判性思维的研究开始较早,而我国相关研究起步较晚,并且更多的集中于理论研究,与教材研究相结合的较少。我国《普通高中英语课程标准（2017年版）》将思维品质列为英语学科核心素养,并将其界定为“思维在逻辑性、批判性、创新性等方面所表现的能力和水平”。批判性思维是一种非常重要的思维方式,而在我国应试教育的大环境下,学生缺少独立思考的能力,不利于创新型人才的培养。教材是学生进行英语学习的主要途径,也是教师进行教学的主要依据。因此,本研究以批判性思维理论模型以及程晓堂、Cunningsworth教材评价方法为理论基础,对相关文献进行分析,运用文秋芳的思辨能力层级模型以及美国21世纪外语学习标准的教材评估量表对人教版高中英语教材的阅读材料及阅读练习的设计进行分析,并对教材的使用者-教师进行问卷调查以了解他们对高中英语教材对学生批判性思维能力培养方面的态度。本... 

【文章来源】：内蒙古师范大学内蒙古自治区

【文章页数】：96 页

【学位级别】：硕士

【文章目录】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Research Background
        1.1.1 Requirements of Developing Critical Thinking in ModernEducation
        1.1.2 The Insufficiency of Development of Students' CriticalThinking in English Reading Teaching
        1.1.3 The Importance of Coursebooks in English Teaching andLearning
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Major Concepts of the Study
        2.1.1 Definition of Critical Thinking
        2.1.2 Definition of Critical Thinking Skill
        2.1.3 Definition of Critical Thinking Disposition
        2.1.4 Definition of Coursebook and Reading Materials
    2.2 Theoretical Foundations
        2.2.1 Theoretical Models of Critical Thinking
            2.2.1.1 Delphi Panel's Dualistic Model
            2.2.1.2 Paul and Elder's Ternary Model
            2.2.1.3 Wen Qiufang's Hierarchical Model
        2.2.2 Approaches to Coursebook Evaluation
    2.3 Relevant Research at Home and Abroad
        2.3.1 Research about Critical Thinking Abroad
        2.3.2 Research about Critical Thinking at Home
        2.3.3 Research about Coursebook Evaluation Abroad
        2.3.4 Research about Coursebook Evaluation at Home
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Data Collection
Chapter Ⅳ Internal Evaluation of the Coursebook
    4.1 The Design of the Reading Materials with Regard to theCultivation of Critical Thinking Ability
        4.1.1 An Overview of the Reading Texts with Regard to theCultivation of Critical Thinking Ability
        4.1.2 The Design of the Reading Materials with Regard to theCultivation of Critical Thinking Skill
            4.1.2.1 Analysis Skill
            4.1.2.2 Evaluation Skill
            4.1.2.3 Inference Skill
            4.1.2.4 Analysis skill plus Evaluation Skill
        4.1.3 The Design of the Reading Materials with Regard to theCultivation of Critical Thinking Disposition
            4.1.3.1 Curiosity
            4.1.3.2 Self-confidence
            4.1.3.3 Open-mindedness
            4.1.3.4 Integrity
            4.1.3.5 Persistence
    4.2 The Design of the Reading Exercises with Regard to theCultivation of Critical Thinking Ability
        4.2.1 The Basic Distribution of the Reading Exercises
        4.2.2 The Analysis of the Types of the Reading Exercises
            4.2.2.1 The Controlled Reading Exercises
            4.2.2.2 The Transitional Reading Exercises
            4.2.2.3 The Communicative Reading Exercises
    4.3 The Analytic Results of the Internal Evaluation
        4.3.1 The Cultivation of Critical Thinking Skill Reflected in theReading Materials of Senior High School English Coursebooks.
        4.3.2 The Cultivation of Critical Thinking Disposition Reflectedin the Reading Materials of Senior High School English Coursebooks
Chapter Ⅴ External Evaluation of the Coursebook
    5.1 Results and Analysis of the Questionnaire
        5.1.1 Teachers' Understanding and Awareness of Critical Thinking
        5.1.2 Teachers' Attitude towards the Cultivation of Students' Critical Thinking Ability in Senior High School EnglishCoursebooks
Chapter Ⅵ Conclusion
    6.1 Findings of the Research
    6.2 Implications for Coursebook Compilation and English Teachers
    6.3 Limitations and Recommendation for Further Research
REFERENCES
Appendix Ⅰ Wen Qiufang's Hierarchical Model of Critical Thinking
Appendix Ⅱ Coursebook Exercise Assessment Scale
Appendix Ⅲ Two Examples of the Reading Texts
Appendix Ⅳ Teachers' Questionnaire
ACKNOWLEDGEMENTS


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硕士论文
[1]基于英语教材的高中生批判性思维能力培养调查研究[D]. 李冉冉.陕西理工大学 2018
[2]批判性思维在高中英语阅读中应用现状的调查研究[D]. 张楠.西安外国语大学 2018
[3]高中英语阅读教学中批判性思维技能培养的现状研究[D]. 周婧宇.华东师范大学 2018
[4]高中生批判性思维倾向与英语阅读成绩的相关性研究[D]. 邹娟.辽宁师范大学 2017
[5]人教版高中英语必修教材阅读材料分析与评价[D]. 陈雯臻.闽南师范大学 2017
[6]高一英语阅读教学中的批判性思维培养现状调查[D]. 姚雪梅.四川师范大学 2017
[7]《新标准》高中英语教材内部评价和外部评价对比研究[D]. 张悦.哈尔滨师范大学 2016
[8]高中《英语》（人教版）教材与学生需求分析[D]. 林潘玲.闽南师范大学 2016
[9]跨文化交际视角下高中英语教材分析[D]. 薛燕妮.重庆师范大学 2016
[10]中学生批判性思维能力的培养[D]. 宋芙蕊.鲁东大学 2014



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