高中英语读写结合教学对学生批判性思维的影响研究
发布时间：2024-05-07 01:03
批判性思维被称之为二十一世纪学生接受高等教育和工作准备中所必需的学习和创新技能之一。什么是批判性思维,批判性思维为何重要以及如何发展批判性思维是批判性思维研究领域内的三个主要研究方向。如何将理论中的批判性思维转化为课堂中可见的批判性思维是教师最关注的问题。本研究旨在探讨高中英语读写结合教学对学生批判性思维培养的可行性和有效性。为此,研究采用了控制组-实验组前后测实验设计,以读写结合教学为教学干预手段,恩尼斯-维尔批判性思维写作测试为批判性思维测量工具,使用独立样本t检验来分析高中英语读写结合教学对学生批判性思维培养是否有显著影响。研究结果表明,读写结合教学能有效地培养高中生的批判性思维。同时,读写结合教学对测试项目中包含的不同的批判性思维倾向和能力影响不同。最后研究者建议今后的类似研究应扩大学生样本,增加实验时间以增强研究结果的后续推广。
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter 1 Introduction
1.1 Background
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Research Questions
1.5 Organization
Chapter 2 Literature Review
2.1 Critical Thinking (CT)
2.1.1 Definition of CT
2.1.2 CT Dispositions and Abilities
2.1.3 Instruction of CT
2.1.4 Assessment of CT
2.2 Theories of Learning and Teaching
2.3 Theories of Reading
2.4 Theories of Writing
2.5 Reading and Writing Relationships
2.6 Integrated Reading and Writing (IRW)
2.7 CT and Integrated Reading and Writing (IRW)
2.8 Theoretical Framework
2.8.1 Bloom’s Taxonomy
2.8.2 Socratic Questioning
Chapter 3 Methodology
3.1 Research Design
3.1.1 Participants
3.1.2 Intervention
3.1.3 Instrument
3.2 Procedure of the Study
3.3 Data Collection and Analysis
Chapter 4 Results
4.1 Pre-test Results for Experimental Group and Control Group
4.2 Post-test Results for Control Group and Experimental Group
4.3 Pre-test and Post-test Results for Experimental Group
4.4 Pre-test and Post-test Results for Control Group
4.5 Interview Results
4.5.1 Interview Results for Experimental Group
4.5.2 Interview Results for Control Group
Chapter 5 Conclusion
5.1 Discussion
5.1.1 The Effect of Integrated Reading and Writing on Students’ CT
5.1.2 The Affected CT Dispositions and Abilities
5.1.3 The Growth in CT for Control Group Students
5.2 Pedagogical Implication of the Study
5.3 Limitation of the Study
5.4 Recommendations for Future Research
REFERENCES
APPENDIX
Appendix Ⅰ: Integrated reading and writing worksheet
Appendix Ⅱ: The Ennis-Weir Critical Thinking Essay Test
Appendix Ⅲ: Interview Guidelines
本文编号：3966600
【文章页数】：99 页
【学位级别】：硕士
【文章目录】：
ACKNOWLEDGEMENTS
ABSTRACT
摘要
Chapter 1 Introduction
1.1 Background
1.2 Purpose of the Study
1.3 Significance of the Study
1.3.1 Theoretical Significance
1.3.2 Practical Significance
1.4 Research Questions
1.5 Organization
Chapter 2 Literature Review
2.1 Critical Thinking (CT)
2.1.1 Definition of CT
2.1.2 CT Dispositions and Abilities
2.1.3 Instruction of CT
2.1.4 Assessment of CT
2.2 Theories of Learning and Teaching
2.3 Theories of Reading
2.4 Theories of Writing
2.5 Reading and Writing Relationships
2.6 Integrated Reading and Writing (IRW)
2.7 CT and Integrated Reading and Writing (IRW)
2.8 Theoretical Framework
2.8.1 Bloom’s Taxonomy
2.8.2 Socratic Questioning
Chapter 3 Methodology
3.1 Research Design
3.1.1 Participants
3.1.2 Intervention
3.1.3 Instrument
3.2 Procedure of the Study
3.3 Data Collection and Analysis
Chapter 4 Results
4.1 Pre-test Results for Experimental Group and Control Group
4.2 Post-test Results for Control Group and Experimental Group
4.3 Pre-test and Post-test Results for Experimental Group
4.4 Pre-test and Post-test Results for Control Group
4.5 Interview Results
4.5.1 Interview Results for Experimental Group
4.5.2 Interview Results for Control Group
Chapter 5 Conclusion
5.1 Discussion
5.1.1 The Effect of Integrated Reading and Writing on Students’ CT
5.1.2 The Affected CT Dispositions and Abilities
5.1.3 The Growth in CT for Control Group Students
5.2 Pedagogical Implication of the Study
5.3 Limitation of the Study
5.4 Recommendations for Future Research
REFERENCES
APPENDIX
Appendix Ⅰ: Integrated reading and writing worksheet
Appendix Ⅱ: The Ennis-Weir Critical Thinking Essay Test
Appendix Ⅲ: Interview Guidelines
本文编号：3966600
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