思辨能力是現(xiàn)代高等教育的重要培養(yǎng)目標(biāo)之一。但長(zhǎng)期以來,我國(guó)高校英語專業(yè)課程往往注重語言基本功訓(xùn)練,一定程度上忽略了思辨能力的培養(yǎng),外語專業(yè)學(xué)生被指出思辨缺席。合作學(xué)習(xí),作為現(xiàn)代廣泛使用的教學(xué)手段,主要被用作提升語言表達(dá)能力,而合作過程中學(xué)生思辨力的培養(yǎng)沒有得到足夠重視,如何在合作學(xué)習(xí)中培養(yǎng)思辨能力值得我們探索。同時(shí),現(xiàn)有國(guó)內(nèi)思辨能力培養(yǎng)研究主要傾向于培養(yǎng)方式的效果探索,鮮有對(duì)其培養(yǎng)過程進(jìn)行研究。因此,本研究嘗試探索合作學(xué)習(xí)對(duì)學(xué)生思辨力的總體影響,合作過程中學(xué)生思辨力的具體變化及影響因素。為實(shí)現(xiàn)上述研究目標(biāo),本研究采用混合式的研究設(shè)計(jì),借助調(diào)查問卷、小組討論話語分析、訪談及反思日志收集數(shù)據(jù)。研究對(duì)象為30名參與小組項(xiàng)目的英語專業(yè)學(xué)生。研究發(fā)現(xiàn):(1)整體上合作學(xué)習(xí)對(duì)學(xué)生思辨技能和情感傾向均有積極影響,對(duì)其分析技能變化的影響最為顯著,其次是評(píng)價(jià)技能和情感傾向和推理技能。但小組成員間沖突也會(huì)對(duì)推理及情感傾向產(chǎn)生負(fù)面影響;(2)小組合作過程中,學(xué)生思辨力維度表現(xiàn)出逐漸從“低階維度”轉(zhuǎn)向“高階維度”發(fā)展的趨勢(shì),但整體上,思辨力維度主要集中在理解、分析和評(píng)價(jià)三大維度,高階思辨力仍較缺乏;(3)合作...

【文章頁數(shù)】：113 頁

【學(xué)位級(jí)別】：碩士

【文章目錄】：
ABSTRACT
摘要
ACKNOWLEDGEMENTS
LIST OF ABBREVIATIONS
CHAPTER ONE INTRODUCTION
    1.1 Background of the study
    1.2 Objectives of the study
    1.3 Significance of the study
    1.4 Overall structure of the study
CHAPTER TWO LITERATURE REVIEW
    2.1 Critical Thinking
        2.1.1 The Definition of Critical Thinking
        2.1.2 Models of critical thinking
        2.1.3 Measurement of critical thinking
        2.1.4 Pervious studies of critical thinking
    2.2 Cooperative Learning
        2.2.1 The definition of cooperative learning(CL)
        2.2.2 Theoretical basis of cooperative learning
        2.2.3 Previous studies of cooperative learning
    2.3 Studies on the cultivation of critical thinking through cooperative learning
    2.4 Research Gaps
CHAPTER THREE RESEARCH METHODOLOGY
    3.1 Research questions
    3.2 The Research Context
        3.2.1 The institutional and course context:CBI
        3.2.2 The Group project of oral presentation
    3.3 Research Design
    3.4 Participants
    3.5 Instruments
        3.5.1 Questionnaires
        3.5.2 Group discussion recordings
        3.5.3 Semi-structured interviews
        3.5.4 Reflective journals
    3.6 Data collection and analysis
        3.6.1 Data collection
        3.6.2 Data analysis
CHAPTER FOUR RESULTS AND DISCUSSIONS
    4.1 The impacts of cooperative learning on critical thinking
        4.1.1 The impacts of CL on Analysis
        4.1.2 The impacts of CL on Inference
        4.1.3 The impacts of CL on Evaluation
        4.1.4 The impacts of CL on Affective Disposition
    4.2 The changes of critical thinking in the context of cooperative learning
        4.2.1 The first stage of topic selection
        4.2.2 The second stage of information collection
        4.2.3 The third stage of PPT draft
        4.2.4 The fourth stage of rehearsal and performance
    4.3 The factors in cooperative learning contributing to the changes of critical thinking
        4.3.1 Project goal
        4.3.2 The division of labor
        4.3.3 Group interaction
        4.3.4 Teacher’s guidance and feedback
CHAPTER FIVE CONCLUSION
    5.1 Major findings
    5.2 Implications
    5.3 Limitations
    5.4 Recommendations for future research
REFRENCES
APPENDIX Ⅰ 學(xué)生問卷調(diào)查
APPENDIX Ⅱ 半結(jié)構(gòu)化學(xué)生訪談提綱
APPENDIX Ⅲ 學(xué)生反思日志



本文編號(hào)：3826675