论大学汉语教学中批判性思维的培养
发布时间：2018-08-19 16:10
【摘要】：新疆的汉语教学及双语教学虽然蓬勃发展，可是三股势力的干扰破坏也从未停止，他们不断散布谣言，造成很多少数民族学生不愿意学习汉语，担心母语危机，所以汉语水平难以满足工作和发展的需要；有些少数民族学生的汉语知识和水平虽然越来越好，可是教学中批判性思维教育严重缺失，造成学生思维能力依然很薄弱，遇到问题不会正确分析认识，盲目轻信各种有害信息，尤其是遇到三股势力及别有用心的人通过网络、手机、音视频散布的各种制造民族矛盾、危害国家统一、煽动仇恨暴力的极端错误的信息时往往头脑不清、是非不明、立场不稳、行动暧昧，极其容易被误导，没有运用汉语能力全面提升个人的知识和文化修养、加强民族理解与互信，无法成为维护新疆和谐稳定、创新发展的人才。所以，在目前批判性思维普遍缺失的时代背景下，新疆少数民族大学汉语教学追求的根本目标不应该只是达到能够流利地运用汉语，其根本目的应该是通过汉语教学培养出能既精通汉语，又能够批判性思维的和谐新疆的建设者。但结合新疆的实际情况研究大学汉语教学中应如何培养学生批判性思维的理论和实践都几乎没有。所以本探索试图为新形势下的少数民族大学汉语教学寻找更为符合实际形势所需要的视点和价值，并做了一些实践尝试，从而有望丰富和发展少数民族地区汉语教学的理论和实践成果，这不仅有利于汉语教学本身，有利于学生的全面发展，也有利于新疆的社会和谐稳定和创新发展。 本文针对当前的社会现状及新世纪新疆的政治经济和社会稳定发展对和谐创新人才的需求，提出培养学生批判性思维的必要性和迫切性。并在对批判性思维概念、分类、构成、标准进行必要的归纳介绍的基础上分析探讨批判性思维培养的重要性及可行性，并积极大胆地尝试在大学汉语教学中通过汉语学科知识的教学来培养少数民族大学生的批判性思维，并对教学的效果进行了总结反思，以促进未来的更有成效的研究。 本文共分五个部分： 第一部分，引言及文献综述。主要叙述了我国尤其是新疆的教育教学中存在的批判性思维缺失的问题，对汉语教学的概念作了界定，对相关文献进行了综述。 第二部分，批判性思维的概念和标准。对批判性思维的内涵、构成和分类进行了界定和区分，，指出批判性思维精神培养的重要意义。并归纳出了衡量批判性思维的重要标准。 第三部分，论题重要性之认识。分别从汉语教学的现状、新疆社会形势发展以及大学教育的目的等三个方面来进行了阐述。 第四部分，批判性思维教学的内容和途径。首先指出批判性思维的可教育性，然后阐述了批判性思维要培养什么和怎么培养的问题，为汉语教学中如何培养学生批判性思维提出了理论和方法指导。 第五部分，汉语教学中培养批判性思维的实践与思考。这是笔者在批判性思维理论及思辨基础上所做的不太成熟的课程试验和总结，对以后的批判性思维汉语教学有着实践参考意义。首先倡导转变汉语教学的理念，然后叙述了综合课及阅读课、写作课等语言技能课培养批判性思维的方法，最后对教学实践及效果进行了反思，期望以后的批判性思维汉语教学能有更好的发展。
[Abstract]:Although the Chinese language teaching and bilingual teaching in Xinjiang are flourishing, the interference and destruction of the three forces have never stopped. They spread rumors constantly, resulting in many ethnic minority students unwilling to learn Chinese, worried about the crisis of their mother tongue, so the level of Chinese language is difficult to meet the needs of work and development; some ethnic minority students'Chinese knowledge and development. Although the level is getting better and better, there is a serious lack of critical thinking education in teaching, resulting in the students'thinking ability is still very weak, the problems encountered will not be correctly analyzed and understood, blind belief in all kinds of harmful information, especially in the face of three forces and people with ulterior motives through the network, mobile phones, audio and video dissemination of all kinds of ethnic contradictions, harm. The extremely wrong information of national unification and incitement of hatred and violence is often confused, right and wrong are unclear, position is unstable, action is ambiguous, extremely easy to be misled, without the use of Chinese ability to comprehensively enhance personal knowledge and cultural accomplishment, strengthen national understanding and mutual trust, can not become a person to maintain harmony and stability, innovation and development in Xinjiang. Under the current background of the general lack of critical thinking, the fundamental goal of Chinese teaching in Xinjiang Ethnic Minority Universities should not be to be able to use Chinese fluently, but to cultivate a harmonious Xinjiang builder who can master both Chinese and critical thinking through Chinese teaching. There are few theories and practices on how to cultivate students'critical thinking in College Chinese teaching. Therefore, this exploration tries to find out the viewpoints and values more suitable to the actual situation for the teaching of Chinese in Minority Universities under the new situation, and makes some practical attempts, so it is hopeful to enrich and develop less. The theoretical and practical achievements of Chinese teaching in minority nationality areas are not only conducive to Chinese teaching itself, but also conducive to the overall development of students, social harmony, stability and innovation in Xinjiang.
In view of the current social situation and the demand of Xinjiang's political, economic and social stability for harmonious and innovative talents in the new century, this paper puts forward the necessity and urgency of cultivating students'critical thinking, and analyzes and discusses the cultivation of critical thinking on the basis of necessary induction and introduction of the concept, classification, composition and standards of critical thinking. The importance and feasibility of the teaching of Chinese in universities and colleges are discussed, and a bold attempt is made to cultivate the critical thinking of minority college students through the teaching of Chinese subject knowledge.
This article is divided into five parts.
The first part, introduction and literature review, mainly describes the lack of critical thinking in education and teaching in China, especially in Xinjiang, defines the concept of Chinese teaching, and summarizes the relevant literature.
The second part, the concept and standard of critical thinking, defines and distinguishes the connotation, composition and classification of critical thinking, points out the significance of cultivating critical thinking spirit, and summarizes the important criteria to measure critical thinking.
The third part is the understanding of the importance of the topic. It is expounded from three aspects: the current situation of Chinese teaching, the development of social situation in Xinjiang and the purpose of University education.
The fourth part, the content and approach of critical thinking teaching. First, it points out the educatability of critical thinking, then expounds what and how to cultivate critical thinking, and provides theoretical and methodological guidance for how to cultivate students'critical thinking in Chinese teaching.
The fifth part is the practice and thinking of cultivating critical thinking in Chinese teaching.This is the immature experiment and summary of the course based on critical thinking theory and speculation.It is of practical reference significance to the later critical thinking Chinese teaching.First, it advocates the change of the concept of Chinese teaching, then describes the comprehensive course and the comprehensive course. The methods of cultivating critical thinking in reading class, writing class and other language skills courses are discussed. Finally, the teaching practice and effect are rethought, and the future development of critical thinking in Chinese teaching is expected.
【学位授予单位】：喀什师范学院
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H193
本文编号：2192162
[Abstract]:Although the Chinese language teaching and bilingual teaching in Xinjiang are flourishing, the interference and destruction of the three forces have never stopped. They spread rumors constantly, resulting in many ethnic minority students unwilling to learn Chinese, worried about the crisis of their mother tongue, so the level of Chinese language is difficult to meet the needs of work and development; some ethnic minority students'Chinese knowledge and development. Although the level is getting better and better, there is a serious lack of critical thinking education in teaching, resulting in the students'thinking ability is still very weak, the problems encountered will not be correctly analyzed and understood, blind belief in all kinds of harmful information, especially in the face of three forces and people with ulterior motives through the network, mobile phones, audio and video dissemination of all kinds of ethnic contradictions, harm. The extremely wrong information of national unification and incitement of hatred and violence is often confused, right and wrong are unclear, position is unstable, action is ambiguous, extremely easy to be misled, without the use of Chinese ability to comprehensively enhance personal knowledge and cultural accomplishment, strengthen national understanding and mutual trust, can not become a person to maintain harmony and stability, innovation and development in Xinjiang. Under the current background of the general lack of critical thinking, the fundamental goal of Chinese teaching in Xinjiang Ethnic Minority Universities should not be to be able to use Chinese fluently, but to cultivate a harmonious Xinjiang builder who can master both Chinese and critical thinking through Chinese teaching. There are few theories and practices on how to cultivate students'critical thinking in College Chinese teaching. Therefore, this exploration tries to find out the viewpoints and values more suitable to the actual situation for the teaching of Chinese in Minority Universities under the new situation, and makes some practical attempts, so it is hopeful to enrich and develop less. The theoretical and practical achievements of Chinese teaching in minority nationality areas are not only conducive to Chinese teaching itself, but also conducive to the overall development of students, social harmony, stability and innovation in Xinjiang.
In view of the current social situation and the demand of Xinjiang's political, economic and social stability for harmonious and innovative talents in the new century, this paper puts forward the necessity and urgency of cultivating students'critical thinking, and analyzes and discusses the cultivation of critical thinking on the basis of necessary induction and introduction of the concept, classification, composition and standards of critical thinking. The importance and feasibility of the teaching of Chinese in universities and colleges are discussed, and a bold attempt is made to cultivate the critical thinking of minority college students through the teaching of Chinese subject knowledge.
This article is divided into five parts.
The first part, introduction and literature review, mainly describes the lack of critical thinking in education and teaching in China, especially in Xinjiang, defines the concept of Chinese teaching, and summarizes the relevant literature.
The second part, the concept and standard of critical thinking, defines and distinguishes the connotation, composition and classification of critical thinking, points out the significance of cultivating critical thinking spirit, and summarizes the important criteria to measure critical thinking.
The third part is the understanding of the importance of the topic. It is expounded from three aspects: the current situation of Chinese teaching, the development of social situation in Xinjiang and the purpose of University education.
The fourth part, the content and approach of critical thinking teaching. First, it points out the educatability of critical thinking, then expounds what and how to cultivate critical thinking, and provides theoretical and methodological guidance for how to cultivate students'critical thinking in Chinese teaching.
The fifth part is the practice and thinking of cultivating critical thinking in Chinese teaching.This is the immature experiment and summary of the course based on critical thinking theory and speculation.It is of practical reference significance to the later critical thinking Chinese teaching.First, it advocates the change of the concept of Chinese teaching, then describes the comprehensive course and the comprehensive course. The methods of cultivating critical thinking in reading class, writing class and other language skills courses are discussed. Finally, the teaching practice and effect are rethought, and the future development of critical thinking in Chinese teaching is expected.
【学位授予单位】：喀什师范学院
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：H193
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