高中英語批判性閱讀研究
發(fā)布時(shí)間：2018-10-26 11:39
【摘要】：批判性思維因其對(duì)個(gè)體的成長發(fā)展等個(gè)人屬性和社會(huì)屬性均起著重要作用,故為國內(nèi)外教育界所普遍關(guān)注。如何培養(yǎng)個(gè)體的批判性思維也一直是備受關(guān)注的實(shí)踐性話題,在教育界較為主流的傾向是將批判性思維以具體學(xué)科為依托平臺(tái),融入學(xué)科教學(xué)來實(shí)現(xiàn)其發(fā)展。《全日制普通高中英語新課程標(biāo)準(zhǔn)(2013)》明確了高中英語教學(xué)應(yīng)著重培養(yǎng)學(xué)生幾個(gè)方面的能力之中就包括用英語獲取和處理信息的能力、用英語分析問題和解決問題的能力以及批判性思維能力。高中英語課型以閱讀課較多,如何依托英語閱讀課提升學(xué)生的批判性思維能力,筆者以提高學(xué)生批判性閱讀能力作為切入點(diǎn),構(gòu)建批判性閱讀模式。按照閱讀階段以及對(duì)應(yīng)階段所運(yùn)用的主要批判性閱讀策略,該模式分為以文本解讀為重點(diǎn)的讀前批判性閱讀、以質(zhì)疑文本為重點(diǎn)的讀中批判性閱讀、以讀后寫作為重點(diǎn)的批判性閱讀后三個(gè)階段,以該模式為框架進(jìn)行批判性閱讀課堂教學(xué)設(shè)計(jì)。本研究采用了行動(dòng)研究的方法,選擇寧波市LS中學(xué)高中二年級(jí)一個(gè)班級(jí)進(jìn)行了一個(gè)學(xué)期研究,在研究期間將定性研究和定量研究相結(jié)合。在先導(dǎo)性研究中采用《加利福尼亞批判性思維技能測試》對(duì)該班進(jìn)行測試,發(fā)現(xiàn)學(xué)生的批判性思維處于矛盾狀態(tài)。隨之對(duì)該班學(xué)生也進(jìn)行了批判性閱讀測試和相應(yīng)的批判性閱讀策略使用情況的問卷調(diào)查做以補(bǔ)充,發(fā)現(xiàn)學(xué)生的批判性閱讀策略使用頻度較低,批判性閱讀測試得分率較低,都說明了學(xué)生的批判性閱讀能力亟需培養(yǎng)。研究過程分三輪行動(dòng)研究,分別有針對(duì)性地培養(yǎng)學(xué)生在三個(gè)階段相應(yīng)批判性閱讀策略的使用,學(xué)生階梯式地提高綜合使用批判性閱讀策略的能力。對(duì)研究前后的相應(yīng)數(shù)據(jù)分析結(jié)果表明,本研究中設(shè)計(jì)的批判性閱讀模式是有效的,有步驟分階段地進(jìn)行批判性閱讀策略訓(xùn)練,學(xué)生批判性閱讀的主動(dòng)性有所提升,批判性閱讀能力得到了提高。本研究通過對(duì)該批判性閱讀模式的研究,為高中英語閱讀教學(xué)提供有價(jià)值的啟示,為學(xué)生和老師提出了一些切實(shí)可行的建議。
[Abstract]:Critical thinking plays an important role in personal and social attributes, such as the growth and development of individuals, so it is generally concerned by the educational circles at home and abroad. How to cultivate individual critical thinking is also a practical topic of great concern. The mainstream tendency in the education field is to take critical thinking as a platform based on specific disciplines. The New English Curriculum Standard for Full-time General Senior High School (2013) makes it clear that English teaching in senior high schools should focus on cultivating students' abilities in several aspects, including the ability to obtain and process information in English. Ability to analyze and solve problems in English and critical thinking. There are more reading classes in senior high school. How to improve students' critical thinking ability based on English reading class and how to improve students' critical reading ability are taken as the starting point to construct critical reading mode. According to the main critical reading strategies used in the reading stage and the corresponding stage, the model can be divided into pre-reading critical reading with textual interpretation as the focus, and critical reading with query text as the focus. The three stages of critical reading, which focus on post-reading writing, are used as the framework to design the classroom teaching of critical reading. This study adopts the method of action research, chooses the second grade class of LS middle school in Ningbo for a semester, and combines qualitative research with quantitative research during the research period. California critical thinking skill Test was used in the pilot study to test the class, and it was found that the students' critical thinking was in a contradictory state. Then, the students were supplemented by critical reading tests and questionnaires on the use of critical reading strategies. It was found that the students' use of critical reading strategies was low, and the scoring rate of critical reading tests was low. All of them show that students' critical reading ability needs to be developed urgently. The research process is divided into three rounds of action research to train the students to use the corresponding critical reading strategies in the three stages, and to improve the students' ability of using the critical reading strategies step by step. The results of the corresponding data analysis before and after the study show that the critical reading model designed in this study is effective, and the students' initiative of critical reading is improved by the training of critical reading strategies step by step. Critical reading has been improved. Through the study of this critical reading model, this study provides valuable enlightenment for senior English reading teaching, and provides some practical suggestions for students and teachers.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
本文編號(hào)：2295591
[Abstract]:Critical thinking plays an important role in personal and social attributes, such as the growth and development of individuals, so it is generally concerned by the educational circles at home and abroad. How to cultivate individual critical thinking is also a practical topic of great concern. The mainstream tendency in the education field is to take critical thinking as a platform based on specific disciplines. The New English Curriculum Standard for Full-time General Senior High School (2013) makes it clear that English teaching in senior high schools should focus on cultivating students' abilities in several aspects, including the ability to obtain and process information in English. Ability to analyze and solve problems in English and critical thinking. There are more reading classes in senior high school. How to improve students' critical thinking ability based on English reading class and how to improve students' critical reading ability are taken as the starting point to construct critical reading mode. According to the main critical reading strategies used in the reading stage and the corresponding stage, the model can be divided into pre-reading critical reading with textual interpretation as the focus, and critical reading with query text as the focus. The three stages of critical reading, which focus on post-reading writing, are used as the framework to design the classroom teaching of critical reading. This study adopts the method of action research, chooses the second grade class of LS middle school in Ningbo for a semester, and combines qualitative research with quantitative research during the research period. California critical thinking skill Test was used in the pilot study to test the class, and it was found that the students' critical thinking was in a contradictory state. Then, the students were supplemented by critical reading tests and questionnaires on the use of critical reading strategies. It was found that the students' use of critical reading strategies was low, and the scoring rate of critical reading tests was low. All of them show that students' critical reading ability needs to be developed urgently. The research process is divided into three rounds of action research to train the students to use the corresponding critical reading strategies in the three stages, and to improve the students' ability of using the critical reading strategies step by step. The results of the corresponding data analysis before and after the study show that the critical reading model designed in this study is effective, and the students' initiative of critical reading is improved by the training of critical reading strategies step by step. Critical reading has been improved. Through the study of this critical reading model, this study provides valuable enlightenment for senior English reading teaching, and provides some practical suggestions for students and teachers.
【學(xué)位授予單位】：寧波大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G633.41
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