摘要
当前思辨英语教学模式强调内容和方法的引导,却忽略了从学生角度考虑思辨能力的培养问题。本文从学生需求出发,提出一个新的、可操作的读后创写思辨能力培养模式,并对其有效性进行实证研究。本研究将思辨训练融入英语写作过程中,以思辨知识、思辨框架和思辨训练为核心要素,旨在促进学生思辨能力和英语写作水平发展。通过思辨训练前后测准实验、平时作文写作、学生写后反思和深度访谈等定量及定性方法,研究发现:1)就外显思辨指标而言,靶标、批驳和回应指标有所突破,背景、争议和证据指标有较大提升,但核心论点和结论指标提升不显著;2)学生思辨质量和英语写作水平显著提高。
Previous studies on teaching critical thinking(CT)focused on innovating the content and pedagogy with insufficient consideration of students'needs.From students'perspectives,we proposed a new feasible model with a reading-to-write construct and tested its effectiveness.This model is composed of three elements including knowledge about CT,the framework for CT,and CT practice following the principles of CT teaching,aiming to develop students'CT ability and English writing proficiency.With the triangulated methods of quasi-experiments,assignments,retrospections,and interviews,it was found that:1)the participants have made breaking-through progress regarding such visible CT indicators as target,criticism,and response,intermediate progress in the CT indicators like background,controversy,and evidence but insignificant progress in such indicators as thesis and conclusion;2)the critical thinking quality of their English writing and their English writing proficiency have been significantly improved after being trained with the newly proposed model.
作者
穆从军
MU Congjun(College of Foreign Languages,Shanghai Maritime University Shanghai 201306,China)
出处
《外语教学与研究》
北大核心
2023年第2期225-237,319,320,共15页
Foreign Language Teaching and Research
