發(fā)布時(shí)間：2025-01-18 15:38

　　《新課標(biāo)》明確指出,思維品質(zhì)的培養(yǎng)是英語學(xué)科核心素養(yǎng)之一,學(xué)生應(yīng)具備歸類總結(jié),分析推理,猜測(cè)演繹等批判性思維的能力。因此培養(yǎng)學(xué)生批判性思維的教學(xué)模式的探討一直是語言研究者和教育者關(guān)注的重點(diǎn)。不同的教學(xué)模式針對(duì)不同的對(duì)象帶來的教學(xué)效果自然也是不同的。然而現(xiàn)有文獻(xiàn)表明,有關(guān)批判性閱讀教學(xué)的研究大多以大學(xué)生和城市高中生為研究主體專注于研究批判性閱讀模式對(duì)于英語學(xué)習(xí)的影響為重點(diǎn),很少涉及農(nóng)村高中這個(gè)群體,而研究在這個(gè)群體中實(shí)施該教學(xué)模式中存在的問題的那就更少了。鑒于此,本研究以高中英語學(xué)習(xí)者為研究對(duì)象,以批判性閱讀教學(xué)模式在高中英語教學(xué)中的實(shí)施中所產(chǎn)生的問題為研究內(nèi)容,旨在幫助農(nóng)村高中英語教育者有針對(duì)性地改變、改革教學(xué)模式,提高教學(xué)效果。本研究聚焦于三個(gè)方面的問題:一是在高中英語閱讀教學(xué)中,批判性閱讀教學(xué)相對(duì)于傳統(tǒng)閱讀教學(xué)是否更有效;二是兩種教學(xué)模式效果之間產(chǎn)生差異的潛在原因;三是重新審視批判性閱讀教學(xué)模式及其在高中英語教學(xué)過程中存在的困難與問題。本研究理論框架是基于建構(gòu)學(xué)習(xí)理論、批判性語篇分析和文秋芳的層級(jí)模型的相關(guān)理論。研究設(shè)計(jì)采用定量和定性結(jié)合的方法。定量研究以測(cè)試、問卷調(diào)查為研究工具。研...

【文章頁數(shù)】：81 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
List of Abbreviations
Chapter One Introduction
    1.1 Background of the study
    1.2 Significance of the study
    1.3 Overall structure of the thesis
Chapter Two Literature Review
    2.1 Definitions of key terms in this study
        2.1.1 Critical Thinking
        2.1.2 Critical Reading
        2.1.3 Critical Reading Teaching
    2.2 Theoretical bases in this study
        2.2.1 Constructive Learning Theory
        2.2.2 Critical Discourse Analysis Theory
        2.2.3 Wen Qiufang's two-level framework
    2.3 Previous studies on CRT at home and abroad
        2.3.1 Previous studies on CRT abroad
        2.3.2 Previous studies on CRT at home
        2.3.3 Comments on previous studies
Chapter Three Methodology
    3.1 Research questions
    3.2 Research design
        3.2.1 Quantitative part of research
        3.2.2 Qualitative part of research
Chapter Four Results and Discussion
    4.1 Difference in English reading comprehension competence between CC and EC
        4.1.1 Difference in overall performance of the reading comprehension between CCand EC
        4.1.2 Difference in detailed CT competence of the the reading comprehesion betweenCC and EC
    4.2 Factors contributing to the difference in CRT
        4.2.1 Students' beliefs
        4.2.2 Students' learning habits
        4.2.3 Students' motivation
    4.3 Problems existing in the implementation of CRT
        4.3.1 Problems attributed to teachers' factors
        4.3.2 Problems attributed to students' factors
        4.3.3 Problems attributed to environmental factors
Chapter Five Conclusion
    5.1 Major findings
    5.2 Pedagogical implications
    5.3 Limitation and suggestions for the future study
References
Appendixes
    Appendix Ⅰ Pre-test paper
    Appendix Ⅱ Post-test paper
    Appendix Ⅲ A traditional reading teaching sample
    Appendix Ⅳ A CRT model teaching sample
    Appendix Ⅴ Questionnaire
    Appendix Ⅵ Class-observation form
    Appendix Ⅶ Interview
Publication



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