發(fā)布時間：2024-06-11 03:51

　　英語閱讀在英語學習中占有非常重要的地位。由于傳統(tǒng)閱讀教學的不足,英語閱讀教學面臨著嚴峻的挑戰(zhàn)。在今天的英語課上,老師更多的關注短語和知識點,而不是文章的意思和作者的意圖。學生們也只是粗暴地學習單詞、短語和句子。初中英語課程標準和英語學科核心素養(yǎng)都提到要培養(yǎng)和提高學生的批判性思維能力。批判性思維是一種有目的的、自我調節(jié)的判斷,其結果是解釋、分析、評價和參考,以及對判斷所依據的證據、概念、方法、標準或上下文考慮的解釋。批判性思維能力的提升可以幫助學生學會獨立思考、判斷和反思,促進學生的全面發(fā)展。因此,本研究旨在證明批判性思維在英語閱讀教學中的運用能夠促進學生理解和學習興趣的提高。本文旨在引起所有英語教師,尤其是初中英語教師的注意,同時也是為了驗證批判性思維在日常教學中的作用。本文的研究問題包括:批判性思維教學能否對學生的閱讀興趣產生積極的影響?批判性思維教學能否促進初中生英語閱讀能力的提高?本文共分為五個部分:第一部分主要闡述研究背景和意義;第二部分闡述了文獻綜述和理論基礎;第三部分是論文的設計,第四部分是數據分析與討論;最后一部分是總結,這是對后續(xù)研究方向的一些作者的想法和建議。該實驗于...

【文章頁數】：71 頁

【學位級別】：碩士

【文章目錄】：
Acknowledgements
Abstract
摘要
Chapter One Introduction
    1.1 Research Background
    1.2 Research Significance and Purpose
    1.3 Thesis Structure
Chapter Two Literature Review
    2.1 Definitions of Critical Thinking Teaching
        2.1.1 The Definition of Critical Thinking
        2.1.2 The Definition of Critical Thinking Teaching
    2.2 Characteristics of Junior High School Students’Thinking
    2.3 Related Researches at Home and Abroad
        2.3.1 Related Researches at Home
        2.3.2 Related Researches Abroad
    2.4 Theoretical Foundation of This Research
Chapter Three Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Variables
    3.4 Research Instruments
        3.4.1 Questionnaires
        3.4.2 Reading Ability Test
    3.5 Research Procedure
    3.6 Classroom Teaching Case During the Experiment
Chapter Four Results and Discussions
    4.1 Effects of Using Critical Thinking Teaching on Students’Interest in English Reading
        4.1.1 Changes in Students’Cognition in Reading Learning
        4.1.2 Students’Cognition of Critical Thinking Teaching in Reading Learning
        4.1.3 Students’Acceptance of Critical Thinking Teaching and English Reading
        4.1.4 The Improvement of Students’Interest in Reading Learning
    4.2 Effects of Using Critical Thinking Teaching for Increasing Students’Reading Ability
        4.2.1 The Reading Ability Between the Two Classes Before the Experiment
        4.2.2 The Differences in Reading Ability Between the Two Classes After the Experiment
        4.2.3 The Improvement of Students’Reading Ability by Using Critical Thinking Teaching
Chapter Five Conclusion
    5.1 Major Findings
    5.2 The Implications
    5.3 Limitations
    5.4 Suggestions for Future Researches
Bibliography
Appendices
    Appendix1：Papers Published During the Programme
    Appendix2：Reading Comprehension(pre-test)
    Appendix3：Reading Comprehension(post-test)
    Appendix4：The Questionnaire of English Reading Acceptance Based on Critical Thinking Teaching(pre-test)
    Appendix5：The Questionnaire of English Reading Acceptance Based on Critical Thinking Teaching(post-test)



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