基于思辨能力培养的高中英语阅读教学设计和分析

摘要

当前，受应试教育的影响，有些教师忽略了英语阅读教学中思辨能力的培养，致使学生在回答问题时缺乏深入的思考，同时缺失大胆质疑与创新的精神，造成思辨能力的缺失。针对目前我国英语教学中思辨能力的培养现状，笔者探索将思辨能力的培养付诸于英语阅读教学实践当中，并基于此对教学内容进行设计与分析，用以探讨其可行性以及可能存在的问题和对未来教学的一些启示。
　　本研究基于对思辨能力的分析和教学设计各要素的分析，对天津某中学的高一年级某一个班级的学生，进行了解与观察，并在此基础上完成了一节英语阅读课的教学设计。笔者将该教学设计运用到实际课堂上，检验其在教学中的运用情况。在此之后，笔者通过问卷调查、与学生进行访谈以及课后观察等形式来分析这节课的意义与效果。研究结果表明，通过设计课堂任务与问题，可以帮助学生提高他们的分析、评价、创造与质疑能力，使学生对课堂文本有更深层次的了解与认识，并且能够提出自己独特的见解与观点，学生的思辨意识与思辨能力有所提高。除此之外，笔者还尝试从这堂课中总结一些尝试性的教学方法或策略以期为未来研究提供一些启示并引起教师对思辨能力培养的重视。

目录

声明

Abstract

摘要

Acknowledgments

Table of Contents

Chapter 1 Introduction

1．1 Background of the Study

1．2 Purpose of the Study

1．3 Significance of the Study

1．4 Outline of the Thesis

Chapter 2 Literature Review

2．1．1 The Definition of Critical Thinking

2．1．2 The Components of Critical Thinking

2．2 English Reading

2．2．1 Three Reading Teaching Approaches

2．2．2 The Current Situation of English Reading

2．3．1 Previous Studies Abroad

2．3．2 Previous Studies at Home

2．3．3 Summary of Previous Studies on the Cultivation of Critical Thinking in English Teaching

2．4 Theoretical Foundation for this Study

2．4．1 Cognitive Development Theory

2．4．2 Bloom’s Taxonomy of Cognitive Objectives

Chapter 3 Research Design

3．3 Research Instruments

3．4 Data Collection

Chapter 4 Analysis of Instructional Elements

4．1 Analysis of Learners

4．2Analysis of Instructional Content

4．2．1 Selecting Teaching Material for Reading

4．2．2 Arrangement and Adaption of Teaching Material

4．2．3 Analysis of Important and Difficult Points

4．3 Analysis of Instructional Objectives

4．4 Design of Learning Strategies

4．5 Design of Teaching Methods

4．6 Design of Instructional Aids

Chapter 5 Instructional Design of English Reading Teaching to Cultivate Students’ Critical Thinking

5．1 The Whole Teaching Procedures and Explanation of the Instructional Design

5．1．1 The Complete Content and Structure of the Teaching Design

5．1．2 The Explanation of Teaching Procedures

5．2．1 Results and Analysis of the Questionnaire

5．2．2 Results and Analysis of the Interview

5．2．3 Analysis of the Observation

5．2．4 The Reflection on Questions

5．2．5 Discussion

5．3 Students’ Performances on Activities Related to Critical Thinking

5．3．1 Analysis of the Observation

5．3．2 Analysis of the Interview

5．3．3 The Reflection on Activities

5．3．4 Discussion

5．4 Teacher’s Difficulties in Designing and Conducting Activities and Questions Related to Critical Thinking

5．4．1 Analysis of Teacher’s Difficulties in Designing Activities and Questions

5．4．2 Analysis of Teacher’s Difficulties in Conducting Activities and Questions

5．4．3 Diseussion

5．5 Modification and Improvements of the Instructional Design

Chapter 6 Conclusion

6．1 Major Findings of the Study

6．2 Implications for Reading Teaching

6．3 Limitations of the Study

6．4 Recommendation for Future Study

References

Appendix