高中英语阅读教学中思维品质培养的实验研究

发布时间：2021-06-27 06:58

　　思维这一概念存在于众多不同的学科,哲学、心理学、神经科学、社会学等都对其有不同的定义。思维品质指思维在逻辑性、批判性、创新性等方面所表现的能力和水平。我国最新课程改革对学生思维品质的培养特别重视,最新的《英语课程标准》（2017）提出,思维品质是英语学科核心素养的心智特征的集中体现。发展学生的思维品质有利于提升学生分析和解决问题的能力,拓宽学生的文化视野,提升学生观察和认识世界的能力,从而对周围事物做出正确的价值判断。国内外学者在语言和思维的关系上做了大量的研究,在不同的阶段形成了不同的流派,这些学者共同的观点就是语言学习和思维之间有密不可分的关系。但整体而言,目前为止,依然呈现剥离化和零碎化现象,英语阅读教学中问题的设计不以思维训练为目标,问题设计的主观性强,针对阅读进行的训练只是单纯的题型重复,没有思维过程,学生的阅读思维和思维品质难以提升,那么学生阅读水平的提升就很难得到保证。因此,需要增加英语阅读教学和思维品质培养的融合面,提高英语阅读教学对学生的思维品质培养功能。鉴于英语阅读中学生英语思维的缺失导致的“阅读难”现象,本研究以语篇分析理论和图式理论为理论基础,在高中英语阅读教学... 

【文章来源】：山东师范大学山东省

【文章页数】：96 页

【学位级别】：硕士

【文章目录】：
Abstract
摘要
Chapter One Introduction
    1.1 Background of the Study
        1.1.1 The importance of improving students’thinking traits in English teaching
        1.1.2 The problems of English reading teaching in High Schools
    1.2 Purpose and Significance of the Study
    1.3 Overall Structure of the Thesis
Chapter Two Literature Review
    2.1 Relevant Concepts
        2.1.1 Definition of Thinking
        2.1.2 Thinking Traits
    2.2 Literature Review
        2.2.1 Existing Research on Thinking Traits Abroad
        2.2.2 Existing Research on Thinking Traits in China
        2.2.3 Existing Research on the Relationship between Language and Thinking
        2.2.4 Existing Research on Promoting High School Students' Thinking Traits in English Reading
    2.3 Theoretical Basis
        2.3.1 Schema Theory
        2.3.2 Discourse and Discourse Analysis Theory
Chapter Three Research Methodology
    3.1 Research questions
    3.2 Participants
    3.3 Instruments
        3.3.1 Pre-test and Post-test
        3.3.2 Interview
        3.3.3 Questionnaire
    3.4 Research Procedures
        3.4.1 Pre-Interview and Pre-test
        3.4.2 Teaching Experiment
        3.4.3 Post-Interview and Post-test
        3.4.4 Questionnaire
    3.5 A Sample of Teaching
    3.6 Data Collection and Data Analysis
Chapter Four Results and Discussion
    4.1 Analysis and Discussion of the Data from the Questionnaire
    4.2 Analysis and Discussion of Pre-interview and Post-interview
    4.3 Average scores of students in the Experimental Class and the Control Class
    4.4 Analysis of Pre-test and Post-test in the Experimental Class and the Control Class
        4.4.1 The effect of thinking traits training on the students’ability of getting detailedinformation
        4.4.2 The effect of thinking traits training on the students’ability of dealing withinferring,judging and transforming
        4.4.3 The effect of thinking traits training on the students’ability of generalizing themain idea and writing purpose
        4.4.4 The effect of thinking traits training on the students’ability of abstracting andcreating
Chapter Five Conclusion
    5.1 Major Findings
    5.2 Implications
        5.2.1 Value the necessity and feasibility of thinking traits training
        5.2.2 Conduct more research into thinking traits based on students’individualdifference
        5.2.3 Design thinking traits training activities flexibly to ensure the effectiveness of teaching
    5.3 Limitations and Suggestions
        5.3.1 Limitations of the Research
        5.3.2 Suggestions for Further Research
Bibliography
Appendixes
    Appendix Ⅰ Interview Questions
    Appendix Ⅱ 实验后问卷调查
    Appendix Ⅲ Pre-test
    Appendix Ⅳ Post-test
    Appendix Ⅴ The teaching material for the design of thinking traitstraining
    Appendix Ⅵ A sample by one student
    Appendix Ⅶ Students' Scores of the Pre-test and the Post-test
Acknowledgements



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