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2.2 Theoretical Framework

2.2.1 Critical Thinking Models

Three classic critical thinking models are introduced in this section. Two of the  most  influential  theoretical  frameworks  abroad  are  a  two-dimension  critical thinking model developed by the Delphi consensus panel and a three-dimension critical thinking model proposed by Paul and Elder. The third one is the Hierarchical Critical Thinking Model proposed by Chinese scholar Wen Qiufang. 

A two-year, multi-round, strict-method Delphi research project (Facione 1990) generated  a  highly  recognized  critical  thinking  taxonomy,  which  provides  a consensus  interpretation  of  cognitive  skills  (interpretation,  analysis,  evaluation, inference,  explanation,  and  self-regulation)  and  affective  dispositions (inquisitiveness,  systematicity,  analyticity,  open-mindedness,  confidence,  and maturity). The following table demonstrates the core cognitive skills, sub-skills and affective dispositions. 

Chapter Three Research Methodology ......................... 30

3.1 Research Questions .......................................... 30

3.2 Research Participants .......................... 30 

Chapter Four Results and Discussion ........................... 44

4.1 Questionnaire on Teachers’ Viewpoints ............................. 44

4.1.1 Teachers’ Information Background ............................. 44

4.1.2 Teachers’ Viewpoints on Critical Thinking ................ 48

Chapter Five Conclusion .......................... 76

5.1 Implications for Teaching Critical Thinking in English Class ................ 78

5.2 Limitations of This Study ................... 80

Chapter Four Results and Discussion

4.1 Questionnaire on Teachers’ Viewpoints

4.1.1 Teachers’ Information Background

A questionnaire has been designed to answer the first research question, to investigate senior high school English teachers’ viewpoints on critical thinking in Shanghai. The questionnaire comprises three sections: teachers’ basic information, teachers’  viewpoints  on  critical  thinking  and  obstructive  factors  that  hinder  the development of critical thinking. The questionnaires were distributed in both paper and electronic formats and a total of 33 valid questionnaires were received. The respondents were English teachers mainly from senior high schools in six districts of  Shanghai  (Baoshan  District,  Pudong  New  District,  Xuhui  District,  Minhang District, Jingan District and Songjiang District). 

The  first  set  of  questions  is  aimed  at  collecting  background  information. According  to  th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。