高中生英语写作批判性思维能力的调查研究

发布时间：2017-12-27 18:05

本文关键词：高中生英语写作批判性思维能力的调查研究　出处：《河北师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：批判性思维是有目的的自我校准和自我判断,包括反省、归纳、概括、假设、推理、评价等几个技能。我国传统英语教学中,对学生个人批判性思维能力的培养相对欠缺。尤其在英语教学中,大多教师侧重于语法知识和写作技巧的灌输,忽视了对学生思维能力的培养。目前在二语习得领域,国内已有不少学者对外语学习者的批判性思维展开了理论探讨,但是实证研究仍然有限,关于中学外语学习者批判性思维能力的研究更是寥寥无几。本研究对高中生批判性思维能力现状进行调查,探索中学外语学习者是否具备批判性思维能力及其程度和水平,以期为高中生批判性思维能力培养和英语教学提供启示和建议。本研究从学生英语写作角度出发,考察高中生的批判性思维能力,探讨了以下问题:(1)在英语写作中,高中生是否能体现批判性思维所包含的维度?(2)高中生批判性思维能力处于什么水平?(3)在英语写作中,影响批判性思维的因素是什么?本研究分三个阶段对235名高中生的批判性思维能力加以考察。首先,运用Stapleton设计的关于二语写作中学生批判性思维能力的问卷对被试的批判性思维能力进行调查,并通过SPSS13.0对问卷结果进行描述性统计,以考察学生是否具有批判性思维。之后,收集学生的写作样本,由三名教师根据批判性思维的四个维度对其文中所包含论点的数量进行界定,并对其进行描述性统计,以考察学生批判性思维水平。通过对学生作文文本进行分析,来考察影响学生批判性思维的因素。最后,按作文水平由高到低将学生进行排序,并将其分为“论点充足、具有深度”、“论点充足、缺乏深度”、“论点不够充足、缺乏深度”、“缺乏论点、缺乏深度”四组。从每组中随机抽取五名学生进行访谈,以考察学生对待他人和自己观点的态度。研究结果表明:(1)高中生在英语写作中具备批判性思维,而且在写作过程中有自己的想法。(2)高中生的批判性思维能力大体处于中等水平。(3)话题的熟悉度是影响学生批判性思维的重要因素。学生在熟悉话题中提出的论点数量往往多于不熟悉话题。个人经验是学生英语写作中论点的重要来源。
[Abstract]:Critical thinking is a purposeful self - Calibration and self - judgment, including introspection, induction, generalization, hypothesis, reasoning, evaluation and other skills. In Chinese traditional English teaching, the cultivation of students' critical thinking ability is relatively deficient. Especially in English teaching, most teachers focus on the instillation of grammatical knowledge and writing skills, ignoring the cultivation of students' thinking ability. In the field of two language acquisition, many scholars in China have discussed the critical thinking of foreign language learners, but empirical research is still limited. This study investigates the current situation of critical thinking ability of high school students, and explores whether the foreign language learners in secondary schools possess critical thinking ability and its degree and level, hoping to provide inspiration and suggestions for the cultivation of high school students' critical thinking ability and English teaching. This study from the perspective of students' English writing of senior high school students, critical thinking ability, discusses the following problems: (1) in English writing, or to reflect the critical thinking contained in the dimension of high school students? (2) the critical thinking ability of high school students at what level? (3) in English writing, what is influence factors of critical thinking? This study was divided into three stages to investigate 235 senior high school students' critical thinking ability. First, a questionnaire about critical thinking ability in two language writing is used to investigate the critical thinking ability of the subjects. Stapleton is used to investigate the critical thinking ability of the subjects, and SPSS13.0 is used to make descriptive statistics on the results of the questionnaires, so as to examine whether the students have critical thinking. After that, students' writing samples were collected, and three teachers were defined according to the four dimensions of critical thinking, and the number of the arguments contained in the text was defined, and descriptive statistics was used to examine their critical thinking level. Through the analysis of the text of the students' composition, the factors that affect the critical thinking of the students are investigated. Finally, students were sorted according to the level of writing from high to low, and they were divided into four groups: "sufficient argument, deep", "sufficient argument, lack of depth", "insufficient argument, lack of depth", "lack of argument and lack of depth". Five students were interviewed randomly from each group to examine the attitude of the students to others and their views. The results show that: (1) high school students have critical thinking in English writing and have their own ideas in the process of writing. (2) the critical thinking ability of high school students is generally at the middle level. (3) the degree of familiarity of the topic is an important factor affecting the critical thinking of the students. The number of arguments a student puts forward on a familiar topic is often more than unfamiliar. Personal experience is an important source of argument in students' English writing.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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