批判性思維主張根據(jù)適合的評價標準,有意識的進行思考,從而根據(jù)標準做出合理的判斷。具備批判性思維素質(zhì)可以幫助我們從大量的信息中獲得所需。在當代社會,批判性思維是創(chuàng)新型人才必備的特質(zhì)。近年來,有關(guān)批判性思維的研究受到越來越多研究者的關(guān)注。西方國家對批判性思維的研究開始較早,而我國相關(guān)研究起步較晚,并且更多的集中于理論研究,與教材研究相結(jié)合的較少。我國《普通高中英語課程標準（2017年版）》將思維品質(zhì)列為英語學(xué)科核心素養(yǎng),并將其界定為“思維在邏輯性、批判性、創(chuàng)新性等方面所表現(xiàn)的能力和水平”。批判性思維是一種非常重要的思維方式,而在我國應(yīng)試教育的大環(huán)境下,學(xué)生缺少獨立思考的能力,不利于創(chuàng)新型人才的培養(yǎng)。教材是學(xué)生進行英語學(xué)習(xí)的主要途徑,也是教師進行教學(xué)的主要依據(jù)。因此,本研究以批判性思維理論模型以及程曉堂、Cunningsworth教材評價方法為理論基礎(chǔ),對相關(guān)文獻進行分析,運用文秋芳的思辨能力層級模型以及美國21世紀外語學(xué)習(xí)標準的教材評估量表對人教版高中英語教材的閱讀材料及閱讀練習(xí)的設(shè)計進行分析,并對教材的使用者-教師進行問卷調(diào)查以了解他們對高中英語教材對學(xué)生批判性思維能力培養(yǎng)方面的態(tài)度。本... 

【文章來源】：內(nèi)蒙古師范大學(xué)內(nèi)蒙古自治區(qū)

【文章頁數(shù)】：96 頁

【學(xué)位級別】：碩士

【文章目錄】：
中文摘要
abstract
Chapter Ⅰ Introduction
    1.1 Research Background
        1.1.1 Requirements of Developing Critical Thinking in ModernEducation
        1.1.2 The Insufficiency of Development of Students' CriticalThinking in English Reading Teaching
        1.1.3 The Importance of Coursebooks in English Teaching andLearning
    1.2 Research Purpose and Significance
        1.2.1 Research Purpose
        1.2.2 Theoretical Significance
        1.2.3 Practical Significance
    1.3 Structure of the Thesis
Chapter Ⅱ Literature Review
    2.1 Major Concepts of the Study
        2.1.1 Definition of Critical Thinking
        2.1.2 Definition of Critical Thinking Skill
        2.1.3 Definition of Critical Thinking Disposition
        2.1.4 Definition of Coursebook and Reading Materials
    2.2 Theoretical Foundations
        2.2.1 Theoretical Models of Critical Thinking
            2.2.1.1 Delphi Panel's Dualistic Model
            2.2.1.2 Paul and Elder's Ternary Model
            2.2.1.3 Wen Qiufang's Hierarchical Model
        2.2.2 Approaches to Coursebook Evaluation
    2.3 Relevant Research at Home and Abroad
        2.3.1 Research about Critical Thinking Abroad
        2.3.2 Research about Critical Thinking at Home
        2.3.3 Research about Coursebook Evaluation Abroad
        2.3.4 Research about Coursebook Evaluation at Home
Chapter Ⅲ Research Methodology
    3.1 Research Questions
    3.2 Research Subjects
    3.3 Research Instruments
    3.4 Data Collection
Chapter Ⅳ Internal Evaluation of the Coursebook
    4.1 The Design of the Reading Materials with Regard to theCultivation of Critical Thinking Ability
        4.1.1 An Overview of the Reading Texts with Regard to theCultivation of Critical Thinking Ability
        4.1.2 The Design of the Reading Materials with Regard to theCultivation of Critical Thinking Skill
            4.1.2.1 Analysis Skill
            4.1.2.2 Evaluation Skill
            4.1.2.3 Inference Skill
            4.1.2.4 Analysis skill plus Evaluation Skill
        4.1.3 The Design of the Reading Materials with Regard to theCultivation of Critical Thinking Disposition
            4.1.3.1 Curiosity
            4.1.3.2 Self-confidence
            4.1.3.3 Open-mindedness
            4.1.3.4 Integrity
            4.1.3.5 Persistence
    4.2 The Design of the Reading Exercises with Regard to theCultivation of Critical Thinking Ability
        4.2.1 The Basic Distribution of the Reading Exercises
        4.2.2 The Analysis of the Types of the Reading Exercises
            4.2.2.1 The Controlled Reading Exercises
            4.2.2.2 The Transitional Reading Exercises
            4.2.2.3 The Communicative Reading Exercises
    4.3 The Analytic Results of the Internal Evaluation
        4.3.1 The Cultivation of Critical Thinking Skill Reflected in theReading Materials of Senior High School English Coursebooks.
        4.3.2 The Cultivation of Critical Thinking Disposition Reflectedin the Reading Materials of Senior High School English Coursebooks
Chapter Ⅴ External Evaluation of the Coursebook
    5.1 Results and Analysis of the Questionnaire
        5.1.1 Teachers' Understanding and Awareness of Critical Thinking
        5.1.2 Teachers' Attitude towards the Cultivation of Students' Critical Thinking Ability in Senior High School EnglishCoursebooks
Chapter Ⅵ Conclusion
    6.1 Findings of the Research
    6.2 Implications for Coursebook Compilation and English Teachers
    6.3 Limitations and Recommendation for Further Research
REFERENCES
Appendix Ⅰ Wen Qiufang's Hierarchical Model of Critical Thinking
Appendix Ⅱ Coursebook Exercise Assessment Scale
Appendix Ⅲ Two Examples of the Reading Texts
Appendix Ⅳ Teachers' Questionnaire
ACKNOWLEDGEMENTS


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碩士論文
[1]基于英語教材的高中生批判性思維能力培養(yǎng)調(diào)查研究[D]. 李冉冉.陜西理工大學(xué) 2018
[2]批判性思維在高中英語閱讀中應(yīng)用現(xiàn)狀的調(diào)查研究[D]. 張楠.西安外國語大學(xué) 2018
[3]高中英語閱讀教學(xué)中批判性思維技能培養(yǎng)的現(xiàn)狀研究[D]. 周婧宇.華東師范大學(xué) 2018
[4]高中生批判性思維傾向與英語閱讀成績的相關(guān)性研究[D]. 鄒娟.遼寧師范大學(xué) 2017
[5]人教版高中英語必修教材閱讀材料分析與評價[D]. 陳雯臻.閩南師范大學(xué) 2017
[6]高一英語閱讀教學(xué)中的批判性思維培養(yǎng)現(xiàn)狀調(diào)查[D]. 姚雪梅.四川師范大學(xué) 2017
[7]《新標準》高中英語教材內(nèi)部評價和外部評價對比研究[D]. 張悅.哈爾濱師范大學(xué) 2016
[8]高中《英語》（人教版）教材與學(xué)生需求分析[D]. 林潘玲.閩南師范大學(xué) 2016
[9]跨文化交際視角下高中英語教材分析[D]. 薛燕妮.重慶師范大學(xué) 2016
[10]中學(xué)生批判性思維能力的培養(yǎng)[D]. 宋芙蕊.魯東大學(xué) 2014



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