高中英语读后续写任务中的思辨能力培养探究

发布时间：2021-09-19 15:02

　　2017年新《普通高中英语课程标准》颁布,指出英语学科的育人价值是英语学科核心素养,包括语言能力、文化意识、思维品质和学习能力。其中,对思维品质的关注致力于帮助学生提高分析和解决问题的能力,对事物做出正确的判断。然而,随之而来,高中英语教学也面临更高的要求和目标,即如何在提高学生语言能力的同时培养他们的思辨能力。对此,本文依托于读后续写这一任务,探索如何将思辨能力培养融入其中。读后续写作为一种新型写作题型,在考察学生写作技能的同时,对学生的思辨能力具有较高的要求,所以对该任务的完成过程的追踪、考查、反思和探讨完全符合本研究的研究目的,也能最大程度地体现出语言产出过程中思辨能力的作用和意义。本研究旨在解决如下三个问题:（1）高中生的思辨能力的现状如何?（2）针对思辨能力现状,如何设计读后续写任务?（3）经过读后续写任务的思辨训练后,学生的思辨能力发生了怎样的变化?对读后续写任务设计有何启示?针对这三个问题,本研究采取定量和定性相结合的方法。定量方法主要采用准实验法,本研究的假设是在实验之前学生有一定的思辨能力,但在各个维度中表现不同,经过系统且针对性的培养之后,学生在思辨能力的某些方面有... 

【文章来源】：山东师范大学山东省

【文章页数】：108 页

【学位级别】：硕士

【文章目录】：
ABSTRACT
摘要
Chapter One Introduction
    1.1 Background of the Study
    1.2 Purpose of the Study
    1.3 Significance of the Study
    1.4 Organization of the Thesis
Chapter Two Literature Review
    2.1 Previous Studies of Continuation Tasks
    2.2 Previous Studies of Critical Thinking Ability
        2.2.1 Previous Studies of Model of Critical Thinking Ability
        2.2.2 Previous Studies of Assessment of Critical Thinking Ability
        2.2.3 Previous Studies of Critical Thinking Ability in Teaching
    2.3 Summary
Chapter Three Theoretical Foundation
    3.1 Definitions of Key Concepts
        3.1.1 Continuation Tasks
        3.1.2 Critical Thinking Ability
    3.2 Input Hypothesis
    3.3 Output Hypothesis
    3.4 Interactive Alignment Model
    3.5 Summary
Chapter Four Methodology
    4.1 Research Questions
    4.2 Research Subjects
    4.3 Research Instruments
        4.3.1 Critical Thinking Disposition Inventory-Chinese Version
        4.3.2 Qualitative Florida Scale for Critical Thinking Skills
        4.3.3 Think-aloud Protocols
    4.4 Research Procedure
    4.5 Classroom Activities in Continuation Tasks
        4.5.1 Drawing of the Storyline
        4.5.2 Question Chains about the Beginning and Key Words
        4.5.3 Outlining in the Form of Mind-map
        4.5.4 Peer Interaction
    4.6 Case of Teaching
    4.7 Summary
Chapter Five Data Collection and Analysis
    5.1 Data Collection
        5.1.1 Conducting the Experimental Study
        5.1.2 Conducting the Think-aloud Protocols
    5.2 Data Analysis
        5.2.1 Statistical Treatment with SPSS
        5.2.2 Qualitative Analysis of the Transcripts
    5.3 Chapter Summary
Chapter Six Results and Discussion
    6.1 Critical Thinking Ability of Students in Senior One
        6.1.1 Critical Thinking Dispositions of Students in Senior One
        6.1.2 Critical Thinking Cognitive Skills of Students in Senior One
    6.2 Improvement of Critical Thinking Dispositions
        6.2.1 The Changes of Seven Sub-scales of Critical Thinking Dispositions
        6.2.2 Paired-Samples Statistics on Critical Thinking Disposition
    6.3 Improvement of Critical Thinking Skills
        6.3.1 The Changes of Six Sub-scales of Critical Thinking Skills
        6.3.2 Paired-Samples Statistics on Critical Thinking Skills
    6.4 Improvement of Writing Proficiency
    6.5 Discussion on Critical Thinking Improvement and Continuation Writing Tasks
    6.6 Summary
Chapter Seven Conclusion
    7.1 Major Findings
    7.2 Implications
    7.3 Limitations
    7.4 Suggestions for Further Study
REFERENCES
Appendix1:The California Critical Thinking Disposition Inventory-Chinese Version
Appendix2:Writing-only Tasks in Pre-and Post-tests
Appendix3:Continuation Tasks Employed in Training Period
Appendix4:Writing Tasks of Two Monthly Tests
Appendix5:Peer Interaction Guideline
Appendix6:The Continuation Task for Think-aloud Study
Appendix7:The Pre-test Results of the California Critical Thinking Disposition
Appendix8:The Post-test Results of the California Critical Thinking Disposition Inventory-Chinese Version
Appendix9:Transcripts of Samples of Writing Tasks
Acknowledgements



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