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初中英语教师课堂提问对批判性思维培养的观察探讨 ——优质课和常态课对比分析

论文作者:留学生论文论文属性:硕士毕业论文 thesis登出时间:2021-10-07编辑:vicky点击率:112

论文字数:62555论文编号:org202110050939318065语种:英语 English地区:中国价格:$ 66

关键词:初中英语教学论文

摘要:本文是一篇初中英语教学论文,在本论文中,我们发现在通过提问培养批判性思维能力方面,示范课和常规课确实存在着很大的差异和一定的相似性。一般来说,模范教师比普通教师更注重提问的培养。就问题类型的相似性而言,两种课程中较低层次的问题都远远多于较高层次的问题。

本文是一篇初中英语教学论文,笔者认为就提问策略而言,通过提问策略提出的问题在示范课和常规课中所占比例相似。无论是示范课还是常规课,探究策略在所有策略中所占的比例最高,但在两种课中的作用不同。在常规课程中,大多数课程用于让学生将语言要点应用到实践中,而一些非就业课程则用于激发学生的更多想法。


Chapter One Introduction


1.1 Research Background

Critical thinking ability is one of the foundations of education in the 21stcentury (Qian & Wang 2007), and it is viewed as an integral part of learning, and canbe regarded as a major skill of thinking as well as a problem-solving ability.

The Senior High School English Curriculum Standard 2017 emphasizes thecultivation of students’ key competencies of English subject, including languageability, cultural awareness, thinking quality and learning ability. Critical thinkingability is one of the core components in thinking quality which are conductive toimprove students’ ability in analyzing and solving problems. Guided and influencedby the abilities, students are able to treat the world from a cross-cultural perspectiveand make the appropriate and right decisions and judgment.

Therefore, enhancing students' critical thinking (CT) ability has become one ofthe key objectives of school education (Slavin 1994, as cited in Liu2000). Since the 21st century, China has also begun CT study. However, lots ofstudies showed that influenced by our culture and education, numerous learnersshow deficiency in critical thinking ability. Considering this situation, manyresearchers suggest that classroom teaching can be used to help cultivate CT (Liu et al. 1996), and English teaching is of great use to it because English is more logicaland critical than Chinese (Lu 2016). In English teaching, many different ways andmethods can be used. Lu (2016) has proposed that classroom teaching andextracurricular learning are basic ways to cultivate CT ability. The exact ways ofdoing it are text-based designs, including questioning, analyzing, explaining, solvingproblem and others, various activities and critical-oriented texts, which are similar tomany researchers’ opinions, such as Zhong (2002), Wei (2013), as well as Zhou andDong (2017). Among them, teacher-students questioning and answering has beenpaid increasing attention and been considered as an effective way to improvestudents’ critical thinking ability (Chen 2016).

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1.2 Purpose of the Research

Some scholars suggest that CT education can start as early as possible inprimary school, and CT can be cultivated and developed in students’ learningprocess (Li & Li 2015). Questioning is the most common classroom teaching activity,and reasonable questioning is beneficial for developing students' critical thinkingability.

Therefore, the study chooses exemplary lessons in the 12th and 13th NationalJunior High School English Demonstration and regular English lessons in juniorhigh school as observing participants. And the study will make a comparison ofteacher-students questioning and answering between these lessons with the help ofobservation scale. By recording and analyzing questioning information, this study is intended to discover how well do exemplary lesson teachers and regular lessonteachers do critical thinking questioning in class and whether there are somedifferences and similarities in their questioning. In addition, the study will interviewregular lesson teachers and try to explore their un论文英语论文网提供整理,提供论文代写英语论文代写代写论文代写英语论文代写留学生论文代写英文论文留学生论文代写相关核心关键词搜索。

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