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Critical thinking in the context of Chinese postgraduate students' thesis writing: a positioning theory perspective

机译:中国研究生论文写作中的批判性思考:定位理论观点

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While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students' critical thinking (CT), there has been little research on Chinese students' experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master's level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students' use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students' positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts.
机译:虽然研究有关教学方法与中国学生批判性思维的发展的有效性(CT),但对中国学生与自己的背景有关的中国学生的经验几乎没有研究。本文报告了一项研究的调查结果,调查了CT在中国和英国各种背景下学习的29名中国研究生学习的经验。所有学生参与者都参与了硕士水平的第二语言教育。主要通过民族志访谈收集数据,并在定位理论框架内进行分析。调查结果表明,学生使用CT技能不仅是能力的展示,而且是他们的定位的结果。在论文写作的背景下,学生的定位是作为知识的知识的感知权和义务行使,通过他们自己的个人发展目标。该研究对跨文化背景中CT的研究和教学有影响。

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