本文關鍵詞： 寫作 批判性教學 教學　出處：《延安大學》2015年碩士論文　論文類型：學位論文

【摘要】：全日制普通高中英語課程標準(2013)解讀指出,根據(jù)高中學生的需求和認知發(fā)展水平,高中英語教學應該著重培養(yǎng)學生用英語分析問題和解決問題的能力以及批判性思維能力。在高中英語教學中寫作教學作為重要環(huán)節(jié),它不僅訓練學生的寫作技能,對學生思維品質(zhì)和獨立思考能力的培養(yǎng)也起著重要作用,即寫作教學不單單培養(yǎng)學生掌握運用修辭和語法的能力,更重要的是培養(yǎng)學生預測、闡釋、分析、質(zhì)疑、推理、評價、校正等批判性思維技能及獨立思考的能力。另外寫作教學能夠引導學生關注寫作者觀點及寫作意圖,把握語法修辭、分析文章脈絡、層次內(nèi)涵,深刻全面的理解所分析的文章段落、進而鑒賞語言文化,最終使得學生的批判性思維能力及寫作都得到提升。因此,作者認為寫作過程可以很好的與批判性思維過程結(jié)合在一起。本研究就是在這一領域的探索和嘗試。本文的評估模型即寫作評估量表,是在融入了雅思考試評估模型及批判性思維考量標準的基礎上制成的。這個量表有兩個層面,即語言和語篇層面,共包含十個標準。這些標準用來測量實驗班和對照班實驗前后的變化。根據(jù)實驗結(jié)果得出以下結(jié)論:(1)實驗班學生運用批判性思維技能指導其寫作的能力有了明顯的提高,批判性思維意識也有了較大的提升。(2)實驗班的學生寫作學習策略有了明顯改變。(3)批判性思維指導下的英語寫作教學不僅有利于促進英語寫作整體水平的提高,也提高了學生的語言和語篇綜合能力。本研究針對批判性思維指導下的中學英語寫作教學進行實證研究,探索其實施步驟:(1)在課文教學中輸入批判性思維技能。(2)進行批判性思維指導下的寫作訓練。(3)待學生收集完寫作材料后,教師組織進行互動教學。(4)小組討論結(jié)束后進行限時寫作。(5)分析和評價批判性思維技能指導下學生的寫作情況。最終驗證其教學效果,為中學英語教學推廣和普及批判性寫作教學提供了借鑒,為教師改變傳統(tǒng)教學理念提供了思路和做法。本研究對提升學生的批判性思維、掌握寫作技能和方法也有一定的促進作用。
[Abstract]:The English Curriculum Standard for Full-time General Senior High School (2011) points out that according to the needs and cognitive development level of senior high school students, High school English teaching should focus on cultivating students' ability to analyze and solve problems in English and to think critically. Writing teaching is an important link in senior English teaching, which not only trains students' writing skills. It also plays an important role in the cultivation of students' thinking quality and independent thinking ability, that is, writing teaching not only trains students' ability to use rhetoric and grammar, but also fosters students' prediction, interpretation, analysis, query, reasoning and evaluation. In addition, the teaching of writing can lead students to pay attention to the writer's point of view and writing intention, grasp the grammatical rhetoric, analyze the context of the article, and analyze the connotation of the hierarchy. A profound and comprehensive understanding of the passage analysed, and then appreciation of language and culture, will ultimately enhance students' critical thinking and writing skills. The author thinks that the writing process can be well combined with the critical thinking process. This study is an exploration and attempt in this field. The scale is based on the IELTS assessment model and critical thinking criteria. The scale has two levels: language and discourse. These standards are used to measure the changes before and after the experiment in the experimental class and the control class. Based on the results of the experiment, the following conclusions are drawn: 1) the students in the experimental class have improved their ability to use critical thinking skills to guide their writing. The students' writing learning strategies in the experimental class have changed obviously. 3) the teaching of English writing under the guidance of critical thinking is not only conducive to the improvement of the overall level of English writing. It also improves the students' comprehensive ability of language and discourse. This study focuses on the teaching of English writing in middle schools under the guidance of critical thinking. Explore its implementation steps: 1) input critical thinking skills in text teaching, and carry out writing training under the guidance of critical thinking. (3) after the students have collected the writing materials, Teachers organize interactive teaching. 4) at the end of group discussion, time limited writing. 5) analyze and evaluate the students' writing situation under the guidance of critical thinking skills. Finally, verify the teaching effect. It provides a reference for promoting and popularizing the teaching of critical writing in English teaching in middle schools, and provides ideas and practices for teachers to change their traditional teaching ideas. Mastering writing skills and methods is also helpful.
【學位授予單位】：延安大學
【學位級別】：碩士
【學位授予年份】：2015
【分類號】：G633.41

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本文編號：1551828