声明
List of Tables
List of Figures
Chapter One Introduction
1.1 Background of the Study
1.2 Purpose of the Study
1.3 Significance of the Study
1.4 Organization of the Thesis
Chapter Two Literature Review
2.1 Previous Studies of Continuation Tasks
2.2 Previous Studies of Critical ThinkingAbility
2.2.1 Previous Studies of Model of Critical Thinking Ability
2.2.2 Previous Studies of Assessment of Critical Thinking Ability
2.2.3 Previous Studies of Critical ThinkingAbility in Teaching
2.3 Summary
Chapter Three Theoretical Foundation
3.1 Definitions of Key Concepts
3.1.1 Continuation Tasks
3.1.2 Critical ThinkingAbility
3.2 Input Hypothesis
3.3 Output Hypothesis
3.4 Interactive Alignment Model
3.5 Summary
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Subjects
4.3 Research Instruments
4.3.1 Critical Thinking Disposition Inventory-Chinese Version
4.3.2 Qualitative Florida Scale for Critical Thinking Skills
4.3.3 Think-aloud Protocols
4.4 Research Procedure
4.5 ClassroomActivities in Continuation Tasks
4.5.1 Drawing of the Storyline
4.5.2 Question Chains about the Beginning and Key Words
4.5.3 Outlining in the Form of Mind-map
4.5.4 Peer Interaction
4.6 Case of Teaching
4.7 Summary
Chapter Five Data Collection and Analysis
5.1 Data Collection
5.1.1 Conducting the Experimental Study
5.1.2 Conducting the Think-aloud Protocols
5.2 DataAnalysis
5.2.1 Statistical Treatment with SPSS
5.2.2 QualitativeAnalysis of the Transcripts
5.3 Chapter Summary
Chapter Six Results and Discussion
6.1 Critical ThinkingAbility of Students in Senior One
6.1.1 Critical Thinking Dispositions of Students in Senior One
6.1.2 Critical Thinking Cognitive Skills of Students in Senior One
6.2 Improvement of Critical Thinking Dispositions
6.2.1 The Changes of Seven Sub-scales of Critical Thinking Dispositions
6.2.2 Paired-Samples Statistics on Critical Thinking Disposition
6.3 Improvement of Critical Thinking Skills
6.3.1 The Changes of Six Sub-scales of Critical Thinking Skills
6.3.2 Paired-Samples Statistics on Critical Thinking Skills
6.4 Improvement of Writing Proficiency
6.5 Discussion on Critical Thinking Improvement and Continuation Writing Tasks
6.6 Summary
Chapter Seven Conclusion
7.1 Major Findings
7.2 Implications
7.3 Limitations
7.4 Suggestions for Further Study
参考文献
Appendix 1: The California Critical Thinking Disposition Inventory-Chinese Version
Appendix 2: Writing-only Tasks in the Pre-and Post-tests
Appendix 3: Continuation Tasks Employed in Training Period
Appendix 4：Writing Tasks of Two Monthly Tests
Appendix 5: Peer Interaction Guideline
Appendix 6: The Continuation Task for Think-aloud Study
Appendix 7: The Pre-test Results of the California Critical Thinking Disposition Inventory-Chines Version
Appendix 8: The Post-test Results of the California Critical Thinking Disposition Inventory-Chines Version
Appendix 9: Transcripts of Samples of Writing Tasks
致谢
山东师范大学;
