高中英语阅读教学中的问题设计对提高学生思辨能力的研究

发布时间：2018-12-27 09:13

【摘要】：随着全球化经济和科技的快速发展,学生处于一个信息爆炸的时代。批判性思维有助于学生识别各种信息并作出合理的判断。然而,传统的英语阅读教学注重语言知识的输入,忽视学生的批判性思维训练。批判性思维能激发学生的质疑、批判和反思,把批判性思维融入英语阅读教学,学生才能对所学的知识进行深层次的解读和意义建构。问题本身蕴含着对文本的质疑与反思,在英语阅读教学中通过问题引导学生深入解读文本的深层意义,进而培养学生深度解读文本的思维能力。笔者结合基于问题的阅读教学,以培养学生的思辨能力为出发点,探究问题式教学对思辨能力以及阅读能力的影响,希望通过对学生思辨能力的培养,解决学生阅读中条理不清、逻辑混乱等问题,进而提高学生的英语阅读水平。本研究旨在探索高中英语阅读教学中的问题设计能否提高学生批判性思维能力。并尝试探索以下问题:(1)基于问题的英语阅读教学能否提高学生的思辨能力?如果能提高学生的思辨能力,是否有哪一项批判性思维分项技能进步显著?(2)学生的阅读能力能否提高?(3)学生对问题设计式阅读教学和批判性实验研究持什么态度?本研究从乡宁县第一中学选取两个班98名学生进行了18周的教学实验。98名学生来自两个班,其中50名学生来自70班,48名学生来自71班,前者为控制班,后者为实验班。本研究通过实验前后两次问卷、两次阅读测试和实验后的访谈收集数据。实验前对学生进行测试,实验班和控制班学生完成英语阅读情况调查问卷及阅读理解测试。实验进行时,实验班采用问题设计式阅读教学的方法,引导学生使用问题对文章进行有意义的文本分析。控制班以教师为中心采用语法翻译法等传统的阅读教学方法,侧重对语言知识的讲解和对文章的理解。实验结束后,要求两个班学生完成阅读理解测试和调查问卷,作为后测。回收整理数据后采用数据分析软件SPSS19.0对两个班的阅读成绩和阅读情况调查问卷的结果进行数据分析,最后,笔者通过访谈了解学生对批判性思维及基于问题式英语阅读教学的态度。通过SPSS 19.0的定量分析,实验前后,实验班和控制班存在明显的差异,尤其在解释,分析和推理这几个维度上。访谈反映了学生对问题设计式的英语阅读教学持乐观态度。总之高中英语阅读教学中的问题设计有利于促进学生批判性思维能力的培养。最后,笔者为老师和学生提供了一些教学启示及研究不足。
[Abstract]:With the rapid development of global economy and science and technology, students are in an era of information explosion. Critical thinking helps students identify all kinds of information and make reasonable judgments. However, the traditional English reading teaching pays attention to the input of language knowledge and neglects the critical thinking training of students. Critical thinking can arouse students' questioning, criticism and reflection, and integrate critical thinking into English reading teaching, so that students can interpret and construct the meaning of what they have learned. The question itself implies questioning and reflection on the text. In the teaching of English reading, it guides the students to understand the deep meaning of the text in depth, and then trains the students' thinking ability to interpret the text in depth. Combined with problem-based reading teaching, the author explores the influence of problem-based teaching on thinking ability and reading ability by cultivating students' speculative ability. In order to improve the students' English reading ability, such problems as confusion and confusion in reading should be solved. The purpose of this study is to explore whether the design of problems in high school English reading teaching can improve students' critical thinking ability. And try to explore the following questions: (1) can problem-based English reading teaching improve students' speculative ability? If it can improve students' speculative ability, is there any significant improvement in critical thinking skills? (2) can students' reading ability be improved? (3) what is the attitude of students to question design reading teaching and critical experimental research? In this study, 98 students from two classes in Xiangning No. 1 Middle School were selected for 18 weeks teaching experiment. 98 students came from two classes, 50 from class 70 and 48 from class 71. The former was a control class and the latter was an experimental class. In this study, data were collected by two questionnaires, two reading tests and interviews before and after the experiment. The students were tested before the experiment. The students in the experimental class and the control class completed the English reading questionnaire and the reading comprehension test. While the experiment is going on, the experimental class adopts the method of question design reading teaching to guide the students to use the question to carry on the meaningful text analysis to the article. The control class takes the teacher as the center adopts the grammar translation method and so on the traditional reading teaching method emphasizes the explanation to the language knowledge and the understanding to the article. At the end of the experiment, the two classes were asked to complete the reading comprehension test and the questionnaire as a post-test. After data collection, the data analysis software SPSS19.0 was used to analyze the results of the two classes' reading achievement and reading questionnaire. Finally, The author investigates the students' attitude towards critical thinking and problem-based English reading teaching through interviews. Through the quantitative analysis of SPSS 19.0, there are obvious differences between the experimental class and the control class before and after the experiment, especially in the dimensions of explanation, analysis and inference. The interview showed that the students were optimistic about the problem-designing English reading teaching. In a word, the problem design in English reading teaching in senior high school is beneficial to the cultivation of students' critical thinking ability. Finally, the author provides some teaching enlightenment and insufficient research for teachers and students.
【学位授予单位】：山西师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

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