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高中生批判性思维倾向、自我调节学习策略和英语阅读策略的关系研究 [2]

论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2021-01-10编辑:vicky点击率:5284

论文字数:47599论文编号:org202012302130226935语种:英语 English地区:中国价格:$ 44

关键词:英文论文发表批判性思维倾向自我调节学习策略英语阅读策略

摘要:本文是一篇英文论文发表,本研究旨在探讨作为外语学习者的高中生批判性思维倾向、自主学习策略和英语阅读策略之间的本质关系。

tions based on the characteristics ofdifferent students, this study firstly explores senior high school students’ differences ingender and subjects (i.e. arts and sciences) of critical thinking disposition, self-regulatedlearning strategies and English reading strategies respectively. Based on this, the presentstudy discusses the relationship among these three variables in depth, so as to providesome suggestions for students in different gender and subjects (i.e. arts and sciences) interms of the relationship.

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Chapter II Literature Review


2.1 Critical Thinking

2.1.1 Definitions of Critical Thinking (CT)

The concepts of critical thinking which owns a centuries-old history of development,can date back to about 2500 years ago. In world culture, Socrates’ theory, namely “SocraticQuestioning Method”, may be considered as the source of critical thinking. Researchers indifferent subjects have managed to define critical thinking in different ways over the years,resulting in various kinds of critical thinking connotations. In this section, some of themost prominent and widely accepted definitions are introduced and compared.

Many western scholars have made their attempts at defining critical thinking fromdifferent perspectives. As far as John Dewey (1933), who has been commonly seen as apioneer in initiating the study of critical thinking in the subjects of education as early as thefirst half of the 20th century, critical thinking was deemed as reflective thinking: “active,persistent and careful consideration of any belief or supposed form of knowledge in thelight of the grounds that support it and the further conclusions to which it tends (p.2)… [it]includes conscious and voluntary effort to establish belief upon firm basis of evidence andrationality”. By this definition, Dewey puts an emphasis on the consistent considerationpeople give to a certain subject, as well as the reasons and evidence people have in mindfor believing something. Great importance is attached to the reflective way to examine andevaluate one’s thoughts and decisions.

Figure 2.1 Four-level structure of CTD

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2.2 Self-regulated Learning Strategies

2.2.1 Definitions of Self-regulated Learning (SRL)

In the process of developing cognitive psychology, more and more people realize thetraits of effective learners. Effective learners should process and interpret informationactively and they are responsible for their own learning. At the same time, they can utilizedifferent strategies to memorize and get information. In addition, they can plan, monitorand regulate their own learning process and results. Therefore in the past decades,self-regulated learning combining metacognition with learning strategies has become oneof the most important topics in the subjects of educational psychology. Because thedevelopment of life-long learning skills is a major function of education, self-regulatedlearning is such an important subjects of study.

Because of the complexity of self-regulation, many scholars have tried to understandself-regulated learning in their own way. These different definitions have contributed to adeeper understanding of self-regulated learning. Therefore, so far, there is no unified viewon the definition of self-regulated learning.

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