第一个书签之前
The Cultivation of College Students’ Critical Thin
--an Action Research Amid Non-English Ma
Acknowledgements
ABSTRACT
摘要
Contents
List of Tables
List of Abbreviations
Chapter1 Introduction
1.1 Research Background
1.2 Research Purpose
The purpose of this research is presented below:
1.3 Research Significance
Many scholars advocate that critical thinking is b
1.4 Structure of the Study
Chapter 2 Literature Review
2.1 Critical Thinking
2.1.1 Definition of Critical Thinking
2.1.2 Critical Thinking Ability
2.1.2.1 Critical Thinking Skills
2.1.2.2 Critical Thinking Dispositions
2.1.3 Research on Critical Thinking at Home and Ab
2.1.3.1 Overseas Research
2.1.3.1 Domestic Research
2.2 Critical Reading
2.2.1 Definition of Critical Reading
2.2.2 Strategies of Critical Reading
2.3 Cooperative Learning
2.3.1 Definition of Cooperative Learning
2.3.2 Features of Cooperative Learning
2.3.3 Advantages of Cooperative Learning
2.4 Task-based Language Teaching
2.4.1 Defining Task
2.4.2 The Definition of Task-based Language Teachi
2.4.3 Seven Principles for Task-based Language Tea
2.5 Action Research
2.5.1 Definition of Action Research
2.5.2 Characteristics of Action Research
2.5.3 The Model and Steps of Action Research
Chapter 3 Methodology
3.1 Research Questions
3.2 Subjects
3.3 Instruments
3.3.1 CTDI-CV
3.3.2 WGCTA-CV
3.3.3 Reading Comprehension Tests
3.3.4 Classroom Observation and Interview
3.4 Data Collection Procedure
3.4.1 Questionnaires
3.4.2 Reading Comprehension Test
3.4.3 Interview
3.4.4 Classroom Observation
3.5 Data Analysis
Chapter 4 The Two Rounds of Action Research
4.1 Interview in Pretest
4.2 The First Round of Action Research
4.2.1 Research Purposes
4.2.2 Planning
4.2.2.1 Transfer from Traditional Reading Teaching
4.2.2.2 Cooperative Learning
4.2.2.3 Brainstorming
4.2.3 Action
4.2.3.1 Brief Introduction of Critical Thinking an
4.2.3.2 Division of Groups
4.2.3.3 Implementation of Critical Reading
4.2.4 Observation
4. 2.4.1 Obvious Enhancement in Inference
4.2.4.2 Problems Arising
4.2.5 Reflection
4.2.5.1 Critical Reading
4.2.5.2 Cooperative Learning
4.2.5.3 Brainstorming
4.3 The Second Round of Action Research
4.3.1 Research Purposes
4.3.2 Planning
4.3.2.1 Task-based Language Teaching
4.3.2.3 Comparative Reading Tasks
4.3.2.4 Conjunct Assessment
4.3.3 Action
4.3.3.1 Pre-task
4.3.3.2 During-task
4.3.3.3 Post-task
4.3.4 Observation
4.3.4.1 Increasing of Students’ Engagement in Clas
4.3.4.2 Unlimited Time Benefiting the Student’ Per
4.3.4.3 Peers’ Evaluation
4.3.5 Reflection
4.3.5.1Task-based Language Teaching
4.3.5.2 Melioration of Cooperative learning
4.3.5.3 Comparative Reading Tasks
4.3.5.4 Conjunct Assessment
Chapter 5 Results and Discussion
5.1 Comparison of Critical Thinking Ability betwee
5.1.1 Comparison of Critical Thinking Dispositions
5.1.2 Comparison of Critical Thinking Skills betwe
5.2 Comparison of Reading proficiency between Pret
5.3 Relationship between Critical Thinking Ability
Chapter 6 Conclusion
6.1 Major Findings
On the foundation of the data and analysis, the an
6.2 Implications
6.3 Limitation of the Study and Suggestions for Fu
References
Appendix V Questions for Interviews
Published Papers during MA Study
