批判性思维指导下的初中英语阅读教学
发布时间：2018-11-19 17:56
【摘要】：批判性思维已经应用在许许多多行业的实践活动中,尤其在教育界,它受到学者和教育家的重视。国内外学者在研究批判性思维与英语阅读教学的关系上取得了重要成果,但其研究对象主要是有一定分辨能力的大学生和高中生,且研究主要针对大学生和高中生的英语批判性思维的培养,即在英语阅读教学的过程中,使用一些批判性思维技能来培养学生的批判性阅读思维。本研究针对初中生的批判性思维倾向的培养做尝试性探索,具体考察批判性思维指导下的英语阅读教学对学生阅读水平以及学生批判性思维倾向的影响。本研究围绕两个问题展开讨论:(1)批判性思维指导下的初中英语阅读教学对学生的阅读水平有何影响?(2)在批判性思维指导下的初中英语阅读教学中,学生的批判性思维倾向是否有所转变?针对上述研究问题,本研究选取横山县实验中学七年级两个班的学生即2班、3班作为研究对象,并设定其中一个班为实验班(3班),另外一个班为对照班(2班)。在实验前,对两个班同时做了英语阅读水平测试和批判性思维倾向问卷调查,得到的结果是实验班与控制班的英语阅读水平相当,批判性思维倾向并无显著性差异。在对实验班进行了为期两个月的批判性思维意识渗透之后,再次对两个班做了英语阅读水平测试和批判性思维倾向问卷调查,实验后的结果是实验班的学生的阅读成绩明显提高,学生的批判性思维倾向有所改变,且二者相关性较高。1)经统计软件SPSS的分析,本研究得到以下结论:(1)学生的英语阅读成绩在批判性思维意识渗透的过程中有所提升。换言之,将批判性思维意识渗透在初中英语阅读教学中对于提高学生的阅读成绩是有效的。(2)学生的批判性思维意识在七年级英语阅读的学习过程中得到了发展,批判性思维倾向得到了改变,从批判性思维的七个维度来看,有四个方面如分析能力、自信心、求知欲、认知成熟度变化较明显。并且,在今后的学习过程中,学生的批判性思维水平将会得到进一步的发展。本研究运用批判性思维理论对实验结果进行了详细分析和讨论。经过几个月的研究,得出以下启示:英语教师应在日常教学中勤于对学生渗透批判性思维意识,以此帮助学生提升阅读能力,构建学生的批判性思维倾向,使他们成为会思考的学习者。
[Abstract]:Critical thinking has been applied in many practical activities, especially in the field of education. Scholars at home and abroad have made important achievements in the study of the relationship between critical thinking and English reading teaching. The study mainly focuses on the cultivation of critical thinking of college students and high school students, that is, the use of some critical thinking skills to cultivate students' critical reading thinking in the process of English reading teaching. This study aims at exploring the cultivation of critical thinking tendency of junior high school students, and investigates the influence of English reading teaching under the guidance of critical thinking on students' reading ability and students' critical thinking tendency. This study focuses on two issues: (1) how does the teaching of junior high school English reading under the guidance of critical thinking affect the students' reading level? (2) in the teaching of junior high school English reading under the guidance of critical thinking; Is there a change in students' critical thinking tendencies? In order to solve the above problems, this study selected two classes in the seventh grade of Hengshan Experimental Middle School, that is, Class 2, Class 3, and set one class as the experimental class (Class 3) and the other class as the control class (Class 2). Before the experiment, English reading proficiency test and critical thinking tendency questionnaire were conducted in the two classes simultaneously. The results showed that the English reading proficiency of the experimental class and the control class was the same, but there was no significant difference in critical thinking tendency between the experimental class and the control class. After two months of penetration of critical thinking consciousness in the experimental class, the two classes were tested in English reading proficiency and investigated with a questionnaire on critical thinking tendency. The result of the experiment was that the reading scores of the students in the experimental class were obviously improved, the tendency of critical thinking of the students had been changed, and the correlation between the two was relatively high. 1) by the analysis of the statistical software SPSS, The main conclusions are as follows: (1) students' English reading scores improved in the process of critical thinking. In other words, it is effective to improve students' reading achievement by infiltrating critical thinking consciousness into junior high school English reading teaching. (2) students' critical thinking consciousness has been developed in the learning process of seventh grade English reading. The tendency of critical thinking has been changed. From the seven dimensions of critical thinking, there are four aspects such as analytical ability, self-confidence, thirst for knowledge and cognitive maturity. Moreover, in the future learning process, students' critical thinking level will be further developed. The experimental results are analyzed and discussed in detail by critical thinking theory. After several months of research, the following revelations can be drawn: English teachers should be diligent in infiltrating critical thinking consciousness to students in daily teaching, so as to help students improve their reading ability and construct students' critical thinking tendency. Make them thinking learners.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
本文编号：2343003
[Abstract]:Critical thinking has been applied in many practical activities, especially in the field of education. Scholars at home and abroad have made important achievements in the study of the relationship between critical thinking and English reading teaching. The study mainly focuses on the cultivation of critical thinking of college students and high school students, that is, the use of some critical thinking skills to cultivate students' critical reading thinking in the process of English reading teaching. This study aims at exploring the cultivation of critical thinking tendency of junior high school students, and investigates the influence of English reading teaching under the guidance of critical thinking on students' reading ability and students' critical thinking tendency. This study focuses on two issues: (1) how does the teaching of junior high school English reading under the guidance of critical thinking affect the students' reading level? (2) in the teaching of junior high school English reading under the guidance of critical thinking; Is there a change in students' critical thinking tendencies? In order to solve the above problems, this study selected two classes in the seventh grade of Hengshan Experimental Middle School, that is, Class 2, Class 3, and set one class as the experimental class (Class 3) and the other class as the control class (Class 2). Before the experiment, English reading proficiency test and critical thinking tendency questionnaire were conducted in the two classes simultaneously. The results showed that the English reading proficiency of the experimental class and the control class was the same, but there was no significant difference in critical thinking tendency between the experimental class and the control class. After two months of penetration of critical thinking consciousness in the experimental class, the two classes were tested in English reading proficiency and investigated with a questionnaire on critical thinking tendency. The result of the experiment was that the reading scores of the students in the experimental class were obviously improved, the tendency of critical thinking of the students had been changed, and the correlation between the two was relatively high. 1) by the analysis of the statistical software SPSS, The main conclusions are as follows: (1) students' English reading scores improved in the process of critical thinking. In other words, it is effective to improve students' reading achievement by infiltrating critical thinking consciousness into junior high school English reading teaching. (2) students' critical thinking consciousness has been developed in the learning process of seventh grade English reading. The tendency of critical thinking has been changed. From the seven dimensions of critical thinking, there are four aspects such as analytical ability, self-confidence, thirst for knowledge and cognitive maturity. Moreover, in the future learning process, students' critical thinking level will be further developed. The experimental results are analyzed and discussed in detail by critical thinking theory. After several months of research, the following revelations can be drawn: English teachers should be diligent in infiltrating critical thinking consciousness to students in daily teaching, so as to help students improve their reading ability and construct students' critical thinking tendency. Make them thinking learners.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41
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