思辨能力视角下的英语专业硕士论文导师反馈个案研究
发布时间：2023-02-15 09:24
思辨能力的重要性已得到广泛认可,同时不少学者指出英语专业学生“思辨缺席”的问题。思辨能力可通过写作来提升,尤其是高阶写作如论文写作,而反馈又是提升写作和思辨能力的一个有效途径。但目前结合以上三者的研究却寥寥无几,因此本研究旨在探索硕士论文的导师反馈对培养学生思辨能力的作用。本研究为个案研究,被试为10名英语应用语言学专业的硕士研究生,研究方法以文本分析为主,访谈为辅。文本分析首先对反馈焦点进行编码,量化分析反馈焦点数量。其次参照思辨能力层级理论模型(文秋芳等2009),对反馈中关注的思辨能力认知标准进行编码和量化统计。访谈针对上述10名硕士生进行,每人半小时左右。访谈数据从两方面进行分类:学生思辨能力中存在的问题及反馈对提升思辨能力的效果;愿意根据反馈进行修改的影响因素。研究结果如下:(1)导师反馈焦点中,写作能力方面的反馈最多,其次为研究方法、创新与成果。这是因为写作能力反馈涵盖语言、结构、连贯、论证及格式五个方面,贯穿全文,总数较多,也说明学生在论文写作的以上五方面都存在问题,且发现语言、结构、格式方面的反馈尤多。同时,写作能力、研究方法及创新与成果反馈也与学生的思辨能力紧密相关,...
【文章页数】：67 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Significance and Purposes of This Study
1.3 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Theoretical Foundation:Critical Thinking Skills Models
2.1.1 Definition of Critical Thinking Skills(CTS)
2.1.2 CTS Models
2.2 Feedback and Writing
2.2.1 Definition of Feedback
2.2.2 Categories of Feedback
2.2.3 Foci of Feedback in Thesis Writing and Academic Writing
2.2.4 Empirical Studies on Feedback Effectiveness
2.3 Empirical Studies on Promoting CTS
2.3.1 Empirical Studies on Promoting CTS except Writing
2.3.2 Empirical Studies on Promoting CTS in Writing
2.4 Summary
Chapter 3 Methodology
3.1 Research Questions
3.2 Source of Data—Case Study
3.3 Data Collection and Analysis
3.3.1 Framework of Analysis
3.3.2 Coding Scheme of Feedback Foci and Cognitive Standards
3.3.3 Data Analysis of Feedback
Chapter 4 Results and Discussion
4.1 Distribution of Feedback Foci and Thesis Writing Problems
4.1.1 Results of Feedback Foci Distribution in Two Drafts
4.1.2 Discussion of Feedback Foci and Thesis Writing Problems
4.2 Feedback from CTS Perspective
4.2.1 Distribution of Feedback on Cognitive Standards
4.2.2 Discussion of Feedback on Cognitive Standards
4.3 Effectiveness of Feedback on CTS Development
4.3.1 Results of Feedback Effectiveness and Its Influencing Factors
4.3.2 Discussion of Feedback Effectiveness and Its Influencing Factors
Chapter 5 Conclusion
5.1 Summary of Major Findings
5.2 Implications
5.3 Limitations and Suggestions
Reference
Appendix
Appendix I
Appendix II
Appendix III
Acknowledgements
在读期间公开发表论文(著)及科研情况
本文编号：3743247
【文章页数】：67 页
【学位级别】：硕士
【文章目录】：
Abstract
摘要
Chapter 1 Introduction
1.1 Research Background
1.2 Significance and Purposes of This Study
1.3 Overall Structure of the Thesis
Chapter 2 Literature Review
2.1 Theoretical Foundation:Critical Thinking Skills Models
2.1.1 Definition of Critical Thinking Skills(CTS)
2.1.2 CTS Models
2.2 Feedback and Writing
2.2.1 Definition of Feedback
2.2.2 Categories of Feedback
2.2.3 Foci of Feedback in Thesis Writing and Academic Writing
2.2.4 Empirical Studies on Feedback Effectiveness
2.3 Empirical Studies on Promoting CTS
2.3.1 Empirical Studies on Promoting CTS except Writing
2.3.2 Empirical Studies on Promoting CTS in Writing
2.4 Summary
Chapter 3 Methodology
3.1 Research Questions
3.2 Source of Data—Case Study
3.3 Data Collection and Analysis
3.3.1 Framework of Analysis
3.3.2 Coding Scheme of Feedback Foci and Cognitive Standards
3.3.3 Data Analysis of Feedback
Chapter 4 Results and Discussion
4.1 Distribution of Feedback Foci and Thesis Writing Problems
4.1.1 Results of Feedback Foci Distribution in Two Drafts
4.1.2 Discussion of Feedback Foci and Thesis Writing Problems
4.2 Feedback from CTS Perspective
4.2.1 Distribution of Feedback on Cognitive Standards
4.2.2 Discussion of Feedback on Cognitive Standards
4.3 Effectiveness of Feedback on CTS Development
4.3.1 Results of Feedback Effectiveness and Its Influencing Factors
4.3.2 Discussion of Feedback Effectiveness and Its Influencing Factors
Chapter 5 Conclusion
5.1 Summary of Major Findings
5.2 Implications
5.3 Limitations and Suggestions
Reference
Appendix
Appendix I
Appendix II
Appendix III
Acknowledgements
在读期间公开发表论文(著)及科研情况
本文编号：3743247
本文链接：https://www.wllwen.com/waiyulunwen/yingyulunwen/3743247.html
