【作者】 李艳；

【导师】 郭宝仙；

【作者基本信息】 华东师范大学 ， 课程与教学论， 2018， 硕士

【摘要】 批判性思维是当今国际国内共同关注的核心素养之一,我国《高中英语课程标准》(2017版)中明确提出要培养学生的英语学科核心素养。批判性思维是英语学科核心素养的重要内涵,英语作为外语,是一门特殊的语言学科,肩负着培养学生批判性思维的重任。如何在英语课堂教学中培养学生的批判性思维,已经成为理论研究者与一线教师关注的焦点。本研究以批判性思维的培养为切入点,立足于高中英语阅读教学中的教师提问。采用课堂观察、问卷调查和教师访谈的方法,调查了目前高中英语阅读教学中教师提问与批判性思维培养的现状。并从提问的策略、提问的应答方式及提问内容三个方面对涉及批判性思维培养的提问进行深入分析,探究其特征。研究发现,教师重视批判性思维的培养,但对其概念认识不系统。教师提问对批判性思维技能和情感特质的关注各有侧重。技能方面,提问聚焦于培养解释和分析技能,对评价及自我调节技能关注度不足;情感特质方面,提问对好奇心及自信心的关注度欠缺。此外,指向批判性思维培养的提问中,追问是最常用的提问策略;教师指定学生回答是最常用的提问应答方式;提问内容方面,针对字面理解进行的提问数量最多。同时,在分析数据的过程中,本研究还发现:第一,教龄对教师提出指向批判性思维培养的问题影响较小,批判性思维系统学习对其影响较大;第二,相比科普类题材的阅读文本,教师更倾向于在文学类文本的教学中培养批判性思维。综合上述发现,本文从师资培训、评价标准及课程资源优化等方面提出建议。更多还原

【Abstract】 Critical thinking is one of key competences that are of common international and domestic concern.The High School English Curriculum Standard(2017 edition)clearly states that it’s necessary to cultivate students’ key competence in English discipline.Language is the outer shell of thinking,as a special language subject,English is responsible for cultivating students’ critical thinking.How to cultivate it in English teaching has become the focus of theoreticians and teachers.This study takes critical thinking as the starting point,based on the teacher’s questioning in high school English reading teaching,uses classroom observation,questionnaires,and teacher interviews to investigate the current status of teacher questioning and critical thinking training in high school English reading teaching.The characteristics of questioning are explored from three aspects: the strategy of questioning,the method of answering the question,and the content of the question.The study found that teachers value the cultivation of critical thinking,but their understanding of concepts is not systematic.Teacher questioning has different emphasis on critical thinking skills and critical thinking dispositions.In terms of skills,questioning focus on cultivating interpretation and analysis.There is insufficient attention to evaluation and self-regulation skills.In terms of dispositions,questioning has a lack of attention to curiosity and self-confidence.The study finds that probing is the most commonly used questioning strategy for questions pointed to critical thinking.More than half of these questions are answered by nominating,and the number of questions for literal understanding is the highest.At the same time,there are two findings in the analysis of data.First,compared with the teacher’s teaching age,the systematic study of critical thinking has a greater impact on whether teachers can raise the question of cultivating students’ critical thinking.Second,compared with reading texts on popular science subjects,reading texts on literary topics are more helpful for teachers in raising the question of cultivating students’ critical thinking.Based on the above findings,this article proposes suggestions on teacher training,evaluation criteria,and optimization of curriculum resources.更多还原