批判性思维在英语专业课堂提问中的使用情况分析 [2]
论文作者:www.51lunwen.org论文属性:硕士毕业论文 thesis登出时间:2013-01-14编辑:hynh1021点击率:6361
论文字数:16900论文编号:org201301121509439178语种:英语 English地区:中国价格:$ 66
关键词:批判性思维课堂提问批判性思维的课堂提问
摘要:在信息时代,批判性思维对于推迸教育改革和外语教学创新有着十分重要的现实意义。中国学生普遍缺乏批判性思维的现状是教育者共同关注的课题,加强批判性思维的培养已成为重要的教学目标。
erated questions or student-generatedquestions both are effective ways to enforce students thinking skills. Of course,seminars (in which students ask questions) and discussions (in which students ask bothstudents and teachers questions) are commonly used as complement for the building ofcritical thinking skills.After several communications with some native English teachers in ChenggongCollege, there is a common problem they have found among the students who have justgraduated from senior high schools that students do not know how to think critically.Albert Jesse Kennedy, M.A. in English Education in Alabama State University says in2010,“It is very dangerous for a country to have so many people who do not know howto think critically. If students do not know how to think critically; they will be led bypeople instead of being their own leaders." He supposes that the Chinese educationsystem is the main reason that students do not want to think critically and do not knowhow to think critically, and that students rely on teachers who are considered to beknowledge transmitters instead of facilitators for everything. Although the reasons maybe different according to different people, a common phenomenon is found to be thatmost Chinese students are lacking critical thinking. Thinking is provoked by questions,and critical thinking is not something that human beings are bom with but somethingthat needs to be taught and learned. Because school education plays an indispensableand huge part in children's education life, it is urgent for schools and teachers, even thegovernment to take steps in fostering and training students to be critical thinkers. In theclassroom processes,except for lecturing and exercises, questioning is an effective wayto engage and guide students in critical thinking. A model of inquiry is an effective wayto promote students' critical thinking. "They act as cognitive prompts to induce analysis,inference, evaluation, comparison, and contrast, and other high-level cognitiveprocesses with regard to specific aspects of the material being studied" (Alison King,1995:13-16). “A question is any sentence and it has an interrogative form or function"(Cotton, 1993:21). In classroom settings, there are mainly two styles of questions:teacher-generated questions and student-generated questions. Teacher-generatedquestions are defined as instructional tools or stimuli that reveal to students the subjectsto be learned and directions for what they are to do and how they are to do it; while thestudent-generated questions are regarded as a way for teachers to assess students'comprehension and application during or after an activity or an entire unit of study.A recent research study about the teachers and students talk ratio in an Englishclass has been taken in one Chinese high school, it shows that in a 45 minutes' class, theteacher talked for 28 minutes and during which the teacher spent 18 minutes in askingquestions. Students rarely raised questions, and no student asked each other questions(Liu Na,Li Qin,Chen Wencun, 2007:49). In another research, Feng Renai(2008;132)found that most of the questions raised by teachers in class are lower-cognitivequestions and not clear. Very few higher-cognitive questions are asked by teachers. Thetwo foreign instructors from Yangtze University also mention a common phenomenonthat most students suffer in oral English classes. They said although they areenthusiastic about learning oral Englis
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