深度学习视域下高中英语阅读教学中学生批判性思维能力的培养

发布时间：2021-07-08 23:10

　　批判性思维作为21世纪的一项必备技能,是决定新世纪人才竞争和国力发展的核心思维品质。《普通高中英语课程标准（2017年版）》强调对学生思维品质的培养,并将其确立为英语学科核心素养四个要素之一。所以,作为思维品质的重要维度之一,批判性思维能力的培养越来越受到英语教师的关注和重视。阅读课作为英语教学的主要课型,已经成为学生批判性思维能力培养的主阵地。我国高中英语阅读教学中存在着“重知识,轻思维”的现象,学生的阅读学习处于浅层次的状态。在这样的情境下,只有构建能让学生进入深度学习状态的英语阅读课堂才可以显著改善这一现状,提高英语教学质量。鉴于此,本研究构建了基于深度学习理论的英语阅读教学模式,并在该模式的指导下进行不同类型的阅读活动设计,以提高学生的批判性思维能力。本研究以盘州市第二中学高一两个班的学生为研究对象,并试图回答以下两个研究问题:第一,基于深度学习理论的英语阅读教学对学生的批判性思维能力有什么影响?到什么程度?第二,基于深度学习理论的英语阅读教学在培养学生批判性思维能力的同时,对学生的阅读水平有什么影响?首先,笔者通过问卷和阅读测试对实验前学生的批判性思维能力和阅读水平进行调查。... 

【文章来源】：西南大学重庆市 211工程院校 教育部直属院校

【文章页数】：134 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter 1 Introduction
    1.1 Background of the Research
    1.2 Purpose and Significance of the Research
        1.2.1 Research Purpose
        1.2.2 Significance of the Research
    1.3 Layout of the Paper
Chapter 2 Literature Review
    2.1 Definition of Key Terms
        2.1.1 Definitions of Deep Learning
        2.1.2 Definitions of Critical Thinking
        2.1.3 Definitions of Critical Thinking Skills
    2.2 Studies on Deep Learning at Home and Abroad
        2.2.1 Studies on Deep Learning Abroad
        2.2.2 Studies on Deep Learning at Home
    2.3 Studies on Critical Thinking Skills at Home and Abroad
    2.4 Studies on Critical Thinking Skills Cultivation in Reading Teaching
    2.5 Summary
Chapter 3 Theoretical Foundation
    3.1 Facione’s Theory of Critical Thinking Skills
    3.2 Constructive Learning Theory
    3.3 Deep Learning Theory
        3.3.1 Characteristics of Deep Learning
        3.3.2 General Process Model of Deep Learning
        3.3.3 Deep Learning Cycle
    3.4 Relationship between Deep Learning and Critical Thinking
    3.5 Construction of English Reading Teaching Model Based on Deep Learning Theory to Cultivate Students’Critical Thinking Skills
        3.5.1 Explanation of English Reading Teaching Model Based on Deep Learning Theory
        3.5.2 Characteristics of English Reading Teaching Based on Deep Learning Theory
        3.5.3 Design of Reading Teaching Activities to Improve Students’Critical Thinking Skills
Chapter 4 Research Design
    4.1 Research Questions
    4.2 Research Participants
    4.3 Research Instruments
        4.3.1 Questionnaire
        4.3.2 Reading Tests
        4.3.3 Interview
    4.4 Research Procedures
        4.4.1 Pre-experiment Stage
        4.4.2 Implementation of Teaching Experiment
        4.4.3 Post-experiment Stage
    4.5 Data Collection
Chapter 5 Results and Discussion
    5.1 Impacts of English Reading Teaching Based on Deep Learning Theory on Students’CriticalThinking Skills
        5.1.1 Students’Critical Thinking Skills in English Reading before Teaching Experiment
        5.1.2 Students’Critical Thinking Skills in English Reading after Teaching Experiment
        5.1.3 Improvement of Students’Critical Thinking Skills in Experimental Class
        5.1.4 Significant Improvement of Different Aspects of Students’Critical Thinking Skills inExperimental Class
    5.2 Impacts of English Reading Teaching Based on Deep Learning Theory on Students’ReadingLevel
    5.3 Summary
Chapter 6 Conclusion
    6.1 Major Findings of the Study
    6.2 Implications of the Study
        6.2.1 Implications for Teachers
        6.2.2 Implications for Students
        6.2.3 Implications for English Reading Teaching
    6.3 Limitations of the Study and Suggestions for the Future Studies
References
Appendix 1 The Questionnaire on Students’Critical Thinking Skills of Senior HighSchool in English Reading
Appendix 2 Reading Test(Pre-test)
Appendix 3 Reading Test(Post-test)
Appendix 4 Interview Outline
Appendix 5 Transcripts of the Interviews of Students(Samples)
Appendix 6 Sample Lesson Plan of Teaching Reading Based on Deep Learning Theory
Acknowledgements



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