外语课堂同伴互动中思辨倾向特征研究
发布时间：2020-11-07 12:25
基于德尔斐项目组和文秋芳等思辨倾向相关理论框架,本研究构建了思辨倾向框架,通过外语课堂同伴互动一手语料会话微变化剖析,揭示影响外语专业学生思辨倾向的根本原因,并对思辨倾向培养提出了相关建议。互动一手语料来自于外内某大学综合英语课堂,60名外语专业大一学生被随机分为20个何组,2-5人一何组,他们针对具体课堂任务进行讨论,时长共计25.3何时。从自构建框架来说,本研究将思辨倾向归类为2个一级维度:学术性、社会性;4个二级维度:智力、情感力、理智力、道德力;8个三级维度:分析性、好奇心、系统性、自信度、寻真性、成熟度、开放性、利他性。就一级维度而言,问卷调查结果显示,学生在学术性和社会性上均呈积极趋势;就二级维度而言,情感力(70.9%)大于智力(29.1%)、道德力(78.3%)大于理智力(21.7%);就三级维度而言,自信度(48.4%)大于坚韧性(22.5%)、好奇心(22.9%)大于分析性(6.2%)、利他性(63.8%)大于开放性(14.6%)、寻真性(17.8%)大于成熟度(3.8%)。从不同互动模式与思辨倾向来说,本研究根据两种方式对互动模式进行分类:按照参与者数量分类、按照互动本质分类。就参与者数量而言,一对一互动为个体学习者提供了更多发言的机会,而何组互动更有利于学习者使用思辨倾向来解决任务;就互动本质而言,合作型互动和专家/新手型互动比主导/主导型互动和主导/被动型互动更有利于学习者思辨倾向的产出。从不同互动任务与思辨倾向来说,语料收集于三种不同类型互动任务:日常生活型互动任务、社会现象型互动任务、学术研究型互动任务。日常生活型互动任务帮助学习者理解和包容差异、克制自己可能偏见,并通过推理和论证来追求真理、精益求精;社会现象型互动任务促进了学生对社会公平正义的追求和对他人权利的关注;然而,由于不熟悉学术研究型互动任务,学习者往往会出现暂停、沉默和混乱等“思辨缺席”的现象。从思辨倾向的影响因素来说,本研究发现促进学生思辨倾向的因素有三个:互动因素,社会因素和个人因素。互动因素方面,合作协商的互动模式为学生提供平等自由表达的平台、高认知层次任务有利于学生多元化思维的产出;社会因素方面,丰富多彩的大学校园文化提升学生人际交往的灵活性、严峻的就业形势促进学生思想的成熟度;个人原因方面,英语技能的积累给予学生勇敢表达的机会、异域文化和不同民族思想传统的了解开拓学生的眼界。相应的思辨倾向的培养建议包括:强化归纳与逻辑训练、培养独立思考能力、发展创新思维意识、巩固专业技能与跨学科知识。本研究发现,何组互动模式有利于学习者思辨倾向的产出。此外,高级认知任务,如日常生活型互动任务和社会现象型互动任务有助于学生与同伴进行协商和辩论。因此,教师可以采取相应的措施来改善学生的思辨倾向。
【学位单位】：湖南工业大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：H09
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research background
1.2 Research purpose
1.3 Research significance
1.4 Outline of thesis
Chapter2 Literature Review
2.1 Previous studies on critical thinking dispositions
2.1.1 Definitions of critical thinking dispositions
2.1.2 Models of critical thinking dispositions
2.1.3 Measurements of critical thinking dispositions
2.2 Previous studies on peer interactions
2.2.1 Patterns of peer interactions
2.2.2 Interactive tasks of peer interactions
2.2.3 Functions of peer interactions
2.3 Research gaps
Chapter3 Methodology
3.1 Research questions
3.2 Participants
3.3 Data resources
3.3.1 Interactive tasks
3.3.2 The questionnaire investigation
3.4 Procedures for data collection
3.4.1 Completing interactive tasks
3.4.2 Administering questionnaire
3.5 Steps for data treatment
3.5.1 Transcribing and coding data
3.5.2 Analysis of recording data
3.5.3 Analysis of questionnaire
Chapter4 Frequency of Critical Thinking Dispositions in EFL Classroom Peer interactions
4.1 Frequency of academic critical thinking dispositions
4.1.1 Overall results of data
4.1.2 Different types of academic critical thinking dispositions
4.2 Frequency of social critical thinking dispositions
4.2.1 Overall results of data
4.2.2 Different types of social critical thinking dispositions
4.3 Summary
Chapter5 Critical Thinking Dispositions in Interactive Patterns
5.1 Interactive patterns on the number of participants
5.1.1 Pair interactions
5.1.2 Group interactions
5.2 Interactive patterns on the interactive nature
5.2.1 Collaborative interactions
5.2.2 Dominant/dominant interactions
5.2.3 Dominant/passive interactions
5.2.4 Expert/novice interactions
5.3 Summary
Chapter6 Critical Thinking Dispositions in Interactive Tasks
6.1 Interactive tasks of daily life
6.1.1 Harmony of peer interactions
6.1.2 Production of creative ideas
6.2 Interactive tasks of social phenomenon
6.2.1 Integration of life experience
6.2.2 Establishment of social responsibility
6.3 Interactive tasks of academic study
6.3.1 Awareness of knowledge weakness
6.3.2 Utilization of reference tools
6.4 Summary
Chapter7 Influencing Factors of Critical Thinking Dispositions
7.1 Interactive factors
7.1.1 Collaboration and negotiation of interactions
7.1.2 Application of high-level cognitive tasks
7.2 Social factors
7.2.1 Colorfulness of college life
7.2.2 Pressure of employment
7.3 Personal factors
7.3.1 Accumulation of English skills
7.3.2 Absorption of foreign culture
7.4 Summary
Chapter8 Conclusion
8.1 Major findings of research
8.2 Implications of research
8.2.1 Enhancement of induction and logic training
8.2.2 Development of independent thinking
8.2.3 Cultivation of creative thinking
8.2.4 Consolidation of professional and interdisciplinary knowledge
8.3 Limitations and suggestions of research
Bibliography
Appendix I CTDI-CV Survey
Appendix II Transcription Conventions
Appendix III Transcription Samples from Data
攻读硕士学位期间主要科研成果
Acknowledgements
【参考文献】
本文编号：2873944
【学位单位】：湖南工业大学
【学位级别】：硕士
【学位年份】：2019
【中图分类】：H09
【文章目录】：
Abstract
摘要
Chapter1 Introduction
1.1 Research background
1.2 Research purpose
1.3 Research significance
1.4 Outline of thesis
Chapter2 Literature Review
2.1 Previous studies on critical thinking dispositions
2.1.1 Definitions of critical thinking dispositions
2.1.2 Models of critical thinking dispositions
2.1.3 Measurements of critical thinking dispositions
2.2 Previous studies on peer interactions
2.2.1 Patterns of peer interactions
2.2.2 Interactive tasks of peer interactions
2.2.3 Functions of peer interactions
2.3 Research gaps
Chapter3 Methodology
3.1 Research questions
3.2 Participants
3.3 Data resources
3.3.1 Interactive tasks
3.3.2 The questionnaire investigation
3.4 Procedures for data collection
3.4.1 Completing interactive tasks
3.4.2 Administering questionnaire
3.5 Steps for data treatment
3.5.1 Transcribing and coding data
3.5.2 Analysis of recording data
3.5.3 Analysis of questionnaire
Chapter4 Frequency of Critical Thinking Dispositions in EFL Classroom Peer interactions
4.1 Frequency of academic critical thinking dispositions
4.1.1 Overall results of data
4.1.2 Different types of academic critical thinking dispositions
4.2 Frequency of social critical thinking dispositions
4.2.1 Overall results of data
4.2.2 Different types of social critical thinking dispositions
4.3 Summary
Chapter5 Critical Thinking Dispositions in Interactive Patterns
5.1 Interactive patterns on the number of participants
5.1.1 Pair interactions
5.1.2 Group interactions
5.2 Interactive patterns on the interactive nature
5.2.1 Collaborative interactions
5.2.2 Dominant/dominant interactions
5.2.3 Dominant/passive interactions
5.2.4 Expert/novice interactions
5.3 Summary
Chapter6 Critical Thinking Dispositions in Interactive Tasks
6.1 Interactive tasks of daily life
6.1.1 Harmony of peer interactions
6.1.2 Production of creative ideas
6.2 Interactive tasks of social phenomenon
6.2.1 Integration of life experience
6.2.2 Establishment of social responsibility
6.3 Interactive tasks of academic study
6.3.1 Awareness of knowledge weakness
6.3.2 Utilization of reference tools
6.4 Summary
Chapter7 Influencing Factors of Critical Thinking Dispositions
7.1 Interactive factors
7.1.1 Collaboration and negotiation of interactions
7.1.2 Application of high-level cognitive tasks
7.2 Social factors
7.2.1 Colorfulness of college life
7.2.2 Pressure of employment
7.3 Personal factors
7.3.1 Accumulation of English skills
7.3.2 Absorption of foreign culture
7.4 Summary
Chapter8 Conclusion
8.1 Major findings of research
8.2 Implications of research
8.2.1 Enhancement of induction and logic training
8.2.2 Development of independent thinking
8.2.3 Cultivation of creative thinking
8.2.4 Consolidation of professional and interdisciplinary knowledge
8.3 Limitations and suggestions of research
Bibliography
Appendix I CTDI-CV Survey
Appendix II Transcription Conventions
Appendix III Transcription Samples from Data
攻读硕士学位期间主要科研成果
Acknowledgements
【参考文献】
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