“生问式”教学对高中学生批判性思维能力的影响研究

发布时间：2025-02-09 15:45

　　现今,批判性思维已成为一项重要技能,近年来在国内外英语界被广泛提及。但相对来说,国内的批判性思维能力的研究主要集中在高等教育,中学教育中的批判性思维能力提及较少。笔者在高中起始年级的英语教学中发现,学生有问题不敢问不会问,只是被动地回答教师的提问,思维僵化,不善表达更不会发散思维。因此笔者尝试在课堂教学中运用学生提问、教师引导辅助作为一种教学方式,提升学生的分析、推断、评价等批判性思维能力。本研究以布鲁姆的教学目标分类学理论和皮亚杰的认知发展理论为框架,以2015级高一两个班的学生作为研究对象,针对开学之初的学生不敢问、不想问、不会问,笔者为此进行了为期四个月的有针对性的“生问式”教学。通过实验班“生问式”教学和控制班传统的“问答式”教学的比较,分析两种教学法在一定的教学阶段后对于学生批判性思维能力的影响。主要的研究问题有:①“生问式”教学模式在操作一段时间后对高中学生的批判性思维能力有何作用?②“生问式”教学模式在一段时间操作后,学生的批判性思维各个维度的表现如何?③相对于传统的“问答式”教学,学生们对“生问式”教学有何种态度和看法?针对研究问题,本研究采用定量和定性相结合的研究方法,...

【文章页数】：88 页

【学位级别】：硕士

【文章目录】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance and objectives of the study
    1.3 Outline of the thesis
Chapter Two Literature Review
    2.1 Key terms and related concepts
        2.1.1 Traditional Question-and-Answer Approach
        2.1.2 Students' Questioning-oriented Instruction
            2.1.2.1 Definition of Students' Questioning-oriented Instruction
            2.1.2.2 Procedure and structure of Students' Questioning-oriented Instruction
        2.1.3 Critical thinking
            2.1.3.1 Definition of critical thinking
            2.1.3.2 Issues of critical thinking
    2.2 Theories review of this study
        2.2.1 Bloom's taxonomy of educational objectives
            2.2.1.1 Knowledge dimension
            2.2.1.2 Knowledge process dimension
        2.2.2 Cognitive development theory
    2.3 Previous empirical studies on questioning in class abroad and in China
        2.3.1 Previous empirical studies on questioning in class abroad
        2.3.2 Previous empirical studies on questioning in class in China
    2.4 Previous empirical studies on critical thinking abroad and in China
        2.4.1 Previous empirical studies on critical thinking abroad
        2.4.2 Previous empirical studies on critical thinking in China
    2.5 Summary
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Research designs
        3.2.1 Experiment
            3.2.1.1 Participants
            3.2.1.2 Instruments
            3.2.1.3 Treatment
            3.2.1.4 Data collection
        3.2.2 Questionnaire
            3.2.2.1 Subjects
            3.2.2.2 Instruments
            3.2.2.3 Data collection
            3.2.2.4 Data analysis
        3.2.3 Interview
            3.2.3.1 Subjects
            3.2.3.2 Instruments
            3.2.3.3 Data collection
            3.2.3.4 Data analysis
Chapter Four Results and Discussion
    4.1 Effects of Students' Questioning-oriented Instruction on students' critical thinking ability
    4.2 Performances of students in different dimensions of critical thinking
    4.3 Attitudes and opinions of students on Students' Questioning-oriented Instruction
    4.4 Summary
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
        5.2.1 Implications for teachers
        5.2.2 Implications for students
    5.3 Limitations of the study
    5.4 Suggestions for future study
References
附录Ⅰ:批判性思維调查问卷
附录Ⅱ:前测阅读试卷
附录Ⅲ:后测阅读试卷
附录Ⅳ:基于传统问答式教学设计
附录Ⅴ:基于生问式教学设计
攻读学位期间发表的学术论文



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