英语论文网

本文是一篇高中英语教学论文，笔者通过问卷调查、半结构式访谈等研究方法，结合对所得研究数据的分析和讨论，研究者得出以下结论：（1）总体而言，高中英语教师对培养学生批判性思维能力有着良好的信念。在培养学生批判性思维能力方面，高中英语教师对批判性思维的定义、教师与学生之间的作用、批判性思维能力的教学、学生对批判性思维的学习以及批判性思维能力的评价等方面有很好的理解。

Chapter 1 Introduction

1.1 Background of the Study

In the English Curriculum Standards for Senior HighSchool(2017), it is clearly pointed out that the quality of thinking is one of thecore qualities of the subject to cultivate the mental characteristics of students. Thethinking quality of the new curriculum standard mainly includes logical thinking,critical thinking and innovative thinking. Critical thinking is the thinking ability tomake reasonable decisions about what to believe or do. Especially in senior highschools, critical thinking reflects the mental development of core English literacy,which helps improve students' ability to analyze and solve problems. It helps studentsobserve and understand the world from a cross-cultural perspective, and make correctvalue judgments about the world, so as to promote deep learning.

Facing the Educational reform of thinking cultivation, teachers are the keyfigures. How teachers understand the reform of thinking education will become thekey to implement. Pajares(1992) points out that there is much evidence that teacher' sbelief has a greater impact on their teaching plans, teaching decisions and classroompractices than their knowledge.

As an important part of teacher cognition research, teacher’s belief can be tracedback as early as 1970s. In an earlier document, My Educational Creed,Dewey(1897) pointed out the research on the relationship between education andbelief. After the 20th century, Chinese scholars began to increase their researches onteacher’s belief. For example, Zhu Wanyu &Ye Yuzhu (2000) believed that belief hasthe function of screening and filtering for understanding, interpretation,decision-making and behavior, and it affects people's acceptance and interpretation ofinformation, and makes choices and takes actions accordingly. It can be seen thatthere is a close relationship between teacher's belief and teaching behavior. Therefore,it is of great significance to study Senior High School English teacher’s belief incultivating students' critical thinking.

1.2 Purpose of the Study

As stated above, facing the educational reform of thinking cultivation, Englishteachers are the front-line workers in classroom teaching, whose teaching behaviorsdirectly affect the results of thinking teaching. In turn, teacher’s belief guides andinfluences teachers' behavior to a certain extent. Therefore, it is necessary to studyteacher’s belief in cultivating students' critical thinking ability.

The purpose of this study is to collect data to understand the beliefs held by SeniorHigh school English teachers on the cultivation of students' critical thinking ability atpresent, and to explore the factors affecting teacher's belief, so as to providereasonable suggestions for the effective implementation of the cultivation of criticalthinking ability in senior high school English teaching. Specifically, this paper aims toexplore the following questions: (1) What beliefs do Senior High school Englishteachers have in cultivating students' critical thinking? (2) What are the main factorsthat affect teachers' beliefs in cultivating students' critical thinking ability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。