英语论文网

这部分包括研究的背景，意义的学习和研究大纲。0.1研究背景：英语教育已经取得了巨大成就，是新中国成立以来，大量的人才在该领域的英语。然而，通过审阅其历史，我们可以发现，与批判性思维技能的培训（CT）相比，更强调的是附加的听，说，读，写技能，都接受过专业培训的英语问候自己和自己的修养，以及指导英语专业教师。换句话说，传统的教学模式（CTM）经常被用来在中国英语教学中，就是输液和模仿加内存模型。因此，学生不仅可以接受知识的被动，没有好奇心和质疑精神，以及思考问题的能力，分析和解决问题的积极。这是缺少CT的表现。：施指糠教授（2004年）曾经评论说，中国人的英语学习三个层次从低到高;语言级的，文化的思维模式，这是最难的层次和水平。This part consists of research background, significance of the studyand outline of the study.0.1 Research BackgroundThe English Education has made great achievements since thefounding of New China, with a large quantity of talented persons in thefield of English. However, by reviewing its history, we can find that,compared with the training of skills on Critical Thinking (CT), moreemphasis is attached to skills on listening, speaking, reading and writing,as regards to both the received professional training of English teachersthemselves and their cultivation as well as instruction to English majors.In other words, Conventional Teaching Model (CTM) is often used in theEnglish teaching in China, that is, the model of infusion and imitationplus memory. As a result, students only can accept knowledge passively,without curiosity and questioning spirit as well as the ability to think,analyze and solve problems actively. That is the manifestation of the lackof CT. Professor Shi Zhikang (2004) once commented that the Englishstudy of Chinese people shows three levels from low to high; languagelevel, culture level and the level of thinking model which is the hardest.
近年来，许多专家和学者都担心如赫七昕，：郜一蕻（1999）（1999），文秋芳（2001）外语专业学生思维能力的发展。该研究小组～入世外国语言学院（2001年）大幅指出，中学生思维能力的培养一直被忽视的外国语言教师和教育。相比其他文科，外语专业毕业生有逻辑思考和秩序，这体现在能力的不足，分析，判断，综合，原因和歧视感方面表现较差。寻找这个状况被描述为“CT缺席病”。郜一泓（1999）发现英语专业学生的思维能力差从演讲比赛的现象，并提出了在外语教学中应强调思维能力的培养。她生动地比较外语能力的木桶是由一系列不同尺寸的板，每块板代表语言能力的组成部分。她进一步指出：“总的木桶容量取决于最短的木板，而不是最长的那块板的长度的总和。”显然，英语专业学生的思维能力是木桶最短的那块。郜一泓的目的是为了吸引外国语言教师的注意，“相互渗透，培养思维能力和具体知识和技能培训”。In recent years, many experts and scholars such as He Qixin (1999),Gao Yihong (1999), Wen Qiufang (2001) are worried about thedevelopment of thinking ability of foreign-language majors. The researchgroup~Entry into the WTO and the Education of Faculty ofForeign-languages (2001) sharply stated that the cultivation of students'thinking ability has been persistently neglected in the faculty offoreign-languages. Compared with other liberal arts, the graduatesmajoring in foreign-language have poorer performance in terms of logicalthinking and sense of order, which is reflected in the insufficiency of theability to analyze, judge, synthesize, reason and discriminate. Thisphenomenon is described as "CT absent disease". Gao Yihong (1999)found the phenomenon of English majors' poor thinking ability from aspeech contest and put forward that the cultivation of thinking abilityshould be emphasized in foreign-language teaching. She vividlycompared foreign-language ability to a wooden cask that is made of arange of boards in different sizes, each board representing the componentpart of language ability. She further pointed out that: "the total capacity ofthe cask depends on the shortest board, not the longest piece or the sumof all boards' length." Obviously, English majors' thinking ability is theshortest piece of the cask. Gao Yihong's purpose is to attractforeign-language teachers' attention to "the interpenetration of cultivationof thinking ability and the training specific knowledge and skills".
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