摘要:本文是高中英语论文,通过对学生作文文本进行分析,来考察影响学生批判性思维的因素,按作文水平由高到低将学生进行排序,并将其分为“论点充足、具有深度”、“论点充足、缺乏深度”、“论点不够充足、缺乏深度”、“缺乏论点、缺乏深度”四组。
. 21
3.2 Subjects .... 21
3.3 Instruments ....... 22
3.4
essay Evaluation ...... 25
3.5 Procedures ........ 26
3.6 Data Analysis ........... 27
Chapter 4 Results and Discussions ....... 29
4.1 Display elements of critical thinking in English writing ......... 29
4.2 The Degree of English learners’ Critical Thinking Ability ...... 31
4.3 Analysis of four elements in English
Essays ........... 33
4.3.4 Analysis of Fallacies in English
essays ....... 41
4.4 Interview .......... 42
4.5 Discussions .... 45
Chapter 5 Conclusion .... 49
5.1 Findings.... 49
5.2 Pedagogical Implications ......... 50
5.3 Limitations and Suggestions for Further Study ....... 53
Chapter 4 Results and Discussions
In this chapter, the author gave the specific results and discussions through detailed illustration and data analysis. At first, according to the questionnaire, the results pointed out those senior high school English learners had their own viewpoints when they had writing. Then, analyzing the number of arguments in English learners’ English
essays, the author summarized the degree of their critical thinking abilities. Next four elements of critical thinking were analyzed in their writing samples. Finally, the content of interview showed strong evidence which indicated English learners had their own opinions in writing.
4.1 Display elements of critical thinking in English writing
In order to get further analysis of the situation that English learners do have their own opinions in English writing, the instructor analyzed statistics carefully. The results of this questionnaire had been stated as follows: From studying the concrete items in appendix 1, it can be drawn that question 1 and 6 described their attitude of controversial matters. 86.7% participants scored agree (summary of strong agree and very agree, the same as follows) on question 1 with mean 1.65, whereas question 6 was 3.82 in reverse. 61.7% participants scored disagree(summary of strong disagree and very agree, the same as follows) while only 10% participants scored agree to question 6 which indicated English learners have strong tendency of clarity and p
Reference to express their own ideas. Question 2 and 9 with reverse meaning words showed the tendency of harmony with teachers. Only 15% participants scored agree to question 2 and 61.6% subjects scored disagree in the end. The mean score of question 9 is 2.25. The results also represented in reverse that 68.3% participant showed agreement and 20% disagreed on question 9 because most of them thought it were important chances to support their idea and there was no need complying with
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