批判性思維,作為現(xiàn)代社會(huì)人才必備素質(zhì)之一,從20世紀(jì)80年傳入我國(guó),眾多學(xué)者對(duì)其展開(kāi)相關(guān)研究。我國(guó)對(duì)批判性思維的研究多停留在理論層面,實(shí)證研究相對(duì)較少;另外,研究對(duì)象多為學(xué)生,以教師為研究對(duì)象的研究較少。2017年頒布的《普通高中英語(yǔ)課程標(biāo)準(zhǔn)》明確提出對(duì)高中學(xué)生批判性思維的培養(yǎng),而教師肩負(fù)著培養(yǎng)學(xué)生批判性思維的重要責(zé)任。同時(shí),批判性思維技能對(duì)彰顯和提升教師專(zhuān)業(yè)水平和職業(yè)能力具有獨(dú)特優(yōu)勢(shì)。因此,對(duì)高中英語(yǔ)教師的批判性思維進(jìn)行調(diào)查具有重要的意義。本研究旨在對(duì)高中英語(yǔ)教師的批判性思維技能進(jìn)行調(diào)查。具體來(lái)說(shuō),本文擬從兩個(gè)具體的研究問(wèn)題對(duì)該研究問(wèn)題進(jìn)行回答:高中英語(yǔ)教師的批判性思維技能現(xiàn)狀如何;高中英語(yǔ)教師的批判性思維技能具有哪些特點(diǎn)。本研究采用羅清旭和楊鑫輝（2002）修訂的美國(guó)加利福尼亞批判性思維技能測(cè)試量表的中文版,對(duì)來(lái)自河北省的共158名高中英語(yǔ)教師的批判性思維技能進(jìn)行了調(diào)查。之后運(yùn)用Excel和SPSS統(tǒng)計(jì)軟件進(jìn)行了數(shù)據(jù)的統(tǒng)計(jì)和分析,并在此基礎(chǔ)上得出研究結(jié)論,然后進(jìn)行了相關(guān)分析和討論,最后提出了相關(guān)建議。研究發(fā)現(xiàn),高中英語(yǔ)教師的批判性思維技能總體處于中等水平。另外,高中英語(yǔ)教師五項(xiàng)核心... 

【文章來(lái)源】：河北師范大學(xué)河北省

【文章頁(yè)數(shù)】：84 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Abstract
摘要
Chapter One Introduction
    1.1 Research background
    1.2 Research purpose
    1.3 Research significance
    1.4 Thesis framework
Chapter Two Literature Review
    2.1 Definition of core concepts
        2.1.1 Definition of critical thinking
        2.1.2 Definition of critical thinking skills
        2.1.3 Measurement of critical thinking
    2.2 Related studies at home and abroad
        2.2.1 Related studies on critical thinking
        2.2.2 Related studies on English teachers
        2.2.3 Related studies on critical thinking skills and English teacher
    2.3 Theoretical basis
Chapter Three Research design
    3.1 Research questions
    3.2 Research subjects
    3.3 Research instruments
    3.4 Research procedure
    3.5 Data analysis
Chapter Four Results
    4.1 The current situation of English teachers’critical thinking skills in senior high schools
        4.1.1 Mean score of English teachers’overall critical thinking skills
        4.1.2 The mean score of five core sub-skills of English teachers’critical thinkingskills
    4.2 The characteristics of English teachers’critical thinking skills in terms of differentcategories
        4.2.1 The correlation between different categories and English teachers’criticalthinking skills
        4.2.2 The comparison of English teachers’critical thinking skills in terms of differentcategories
Chapter Five Analysis and Discussion
    5.1 Analysis of the current situation of English teachers’critical thinking skills in seniorhigh schools
        5.1.1 The current situation of English teachers’overall critical thinking skills insenior high schools
        5.1.2 The current situation of the five core critical thinking skills of English teachersin senior high schools
    5.2 Analysis of the characteristics of English teachers’critical thinking skills in terms ofdifferent categories
        5.2.1 Gender
        5.2.2 Age,teaching seniority and professional title
        5.2.3 Educational background and pre-service major
        5.2.4 The type of school
    5.3 Discussion of the results
Chapter Six Conclusion
    6.1 Major findings of the research
    6.2 The implications of the research
    6.3 Limitations of the research
    6.4 Suggestions for future research
Bibliography
Appendix CCTST—CV Survey
Acknowledgements



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