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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2020-12-17编辑:vicky点击率:4453
论文字数:37555论文编号:org202012151105295077语种:英语 English地区:中国价格:$ 44
摘要:本文是一篇小学英语教学论文,本研究以问卷调查、课堂观察和访谈为基础,对小学英语绘本教学进行了三项主要研究。
According to the High School English Curriculum Standard (2017), the thinkingquality refers to the ability and level of thinking in terms of logic, criticality, andinnovation (p. 5). Liu Daoyi (2018) also pointed out that the thinking quality can bedivided into the profoundness of thinking, originality, criticality, flexibility, agility, aswell as logic and systemic aspects.
As for critical thinking’s nature and definition, a multiplicity and variation ofdefinitions of critical thinking are reflective of the way in which foreign educators andscholars define it (Aloqaili, 2012). Ennis (1987) explained “critical thinking is areasonable reflective thinking that is focused on deciding what to believe or do” (p.10). Moore and Parker (2009) demonstrated critical thinking as the thinking ofthinking, that is, criticizing an existing thinking, rationally evaluating its thinkingprocess, considering whether this thinking is logical, whether meets good standards.Facione (1984) also stated that “critical thinking is the development and evaluation ofarguments’’ (p. 259). He defined critical thinking that incorporates evaluation andproblem solving.
What’s more, other scholars explained critical thinking based on critical skillsand dispositions. Ennis (1987) developed a taxonomy of critical thinking skills whichincludes thirteen dispositions and twelve abilities that together make up criticalthinking. Liu Rude (1996) noted that critical thinking skills can be summarized as:grasping the central ideas and issues; judging accuracy and reliability of evidence;perceiving those that have been stated or not stated prejudice, position, intention,assumptions and opinions; testing the applicability in a larger context; assessing the value and meaning of things; predicting possible consequences, etc. The critical spiritincludes: independence; full of self-confidence; willing to think; not superstitiousauthority; open mind; respecting others, etc. Wu Hongzhi (2004) noted that there aresix basic abilities of critical thinking ability. They are explanation, analysis,evaluation, inference, explanation, and self-calibration.
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2.2 Theoretical basis
2.2.1 Constructivist Learning Theory
According to Piaget’s schema theory, children are gradually constructingknowledge about the external world in the process of interacting with theirsurroundings, thus developing their own cognitive structure. The interaction betweenchildren and the environment involves three basic cognitive processes: assimilation,accommodation and equilibrium. According to Piaget, assimilation includes addingnew thoughts and information to the old schema, in which it can only change the sizeof schema not results of the schema; Accommodation means changing the old schemaor creating new schema; Equilibrium achieves the balance between the assimilationand accommodation (Piaget 1952, cited in Aloquali 2012). To sum up, cognitive individuals will achieve equilibrium with their surroundings through assimilation andaccommodation. In this process, individuals’ thinking quality will be developedthrough acquiring, classifying, or organizing their schemata or cognitive structures.
Socio-constructivist theory represented by Vygotsky emphasizes the role oflearners in the socio-cultural historical background in the cognitive process, and putforward the本论文由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。