批判性思维能力与英语写作水平的相关性研究——以非英语专业学生为例
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摘要
研究采用实证方法探讨了非英语专业学生的批判性思维能力水平、英语议论文写作水平以及两者之间的关系。研究发现:非英语专业学生的批判性思维能力处于中等偏下水平,掌握最好的技能是假设的认可,最差的是推理;非英语专业学生的英语议论文写作水平较低;他们的整体批判性思维能力及其分项技能与英语写作水平之间均存在显著正相关关系。研究结果为非英语专业学生批判性思维能力的培养和大学英语写作教学提供了一些启示。
This study empirically examines non-English majors' critical thinking ability and English argumentative writing proficiency,as well as correlation between them. It finds that non-English majors' overall critical thinking ability is at a medium-low level; they perform best in recognizing assumptions and worst in drawing inferences; their argumentative writing proficiency is at a low level,which is significantly and positively correlated with the overall critical thinking ability and its five subskills. Suggestions on cultivating non-English majors' critical thinking ability and improving English writing teaching have been presented.
This study empirically examines non-English majors' critical thinking ability and English argumentative writing proficiency,as well as correlation between them. It finds that non-English majors' overall critical thinking ability is at a medium-low level; they perform best in recognizing assumptions and worst in drawing inferences; their argumentative writing proficiency is at a low level,which is significantly and positively correlated with the overall critical thinking ability and its five subskills. Suggestions on cultivating non-English majors' critical thinking ability and improving English writing teaching have been presented.
引文
[1]孙有中.突出思辨能力培养,将英语专业教学改革引向深入[J].中国外语,2011(3):49-58.
[2]阮全友.构建英语专业学生思辨能力培养的理论框架[J].外语界,2012(1):19-26.
[3]任文.再论外语专业学生的思辨能力:“缺席”还是“在场”?[J].中国外语,2013(1):10-17.
[4]韩少杰,易炎.英语专业写作教学与批判性思维能力的培养[J].外国语言文学,2009(1):24-28.
[5]李莉文.英语专业写作评测模式设计:以批判性思维能力培养为导向[J].外语与外语教学,2011(1):31-35.
[6]邹绍艳,高秀雪.大学英语教学中思辨能力培养的现状调查——一项基于反思性问卷的研究[J].外语研究,2015(3):61-65.
[7]黄源深.英语专业课程必须彻底改革——再谈“思辨缺席”[J].外语界,2010(1):11-16.
[8]Watson Goodwin,Glaser Edwin.Watson-Glaser Critical Thinking Appraisal Manual[M].San Antonio:The Psychological Corporation,1980:59.
[9]文秋芳,刘润清.从英语议论文分析大学生抽象思维特点[J].外国语,2006(2):49-58.
[10]刘晓民.论大学英语教学思辨能力培养模式构建[J].外语界,2013(5):59-66.
[11]秦晓晴,毕劲.外语教学定量研究方法及数据分析[M].北京:外语教学与研究出版社,2015:417.
[12]文秋芳,孙旻.评述高校外语教学中思辨力培养存在的问题[J].外语教学理论与实践,2015(3):6-12.
[13]王婧,都建颖.批判性思维与大学英语写作研究综述[J].外语教育,2011:44-54.
[14]陈亚平,教师提问与学习者批判性思维能力的培养[J].外语与外语教学,2016(2):87-96.
[15]Wass Rob,Harland Tony.Scaffolding Critical Thinking in the Zone of Proximal Development[J].Higher Education Research and Development,2011(3):317-328.
[16]杨丽霞.英语专业学生思辨能力培养的有效途径——以写作课为例[J].长沙大学学报,2012(1):154-155.
[17]武金锁.批判性思维能力的培养与大学英语写作教学[J].黑龙江教育学院学报,2017(8):133-135.
[2]阮全友.构建英语专业学生思辨能力培养的理论框架[J].外语界,2012(1):19-26.
[3]任文.再论外语专业学生的思辨能力:“缺席”还是“在场”?[J].中国外语,2013(1):10-17.
[4]韩少杰,易炎.英语专业写作教学与批判性思维能力的培养[J].外国语言文学,2009(1):24-28.
[5]李莉文.英语专业写作评测模式设计:以批判性思维能力培养为导向[J].外语与外语教学,2011(1):31-35.
[6]邹绍艳,高秀雪.大学英语教学中思辨能力培养的现状调查——一项基于反思性问卷的研究[J].外语研究,2015(3):61-65.
[7]黄源深.英语专业课程必须彻底改革——再谈“思辨缺席”[J].外语界,2010(1):11-16.
[8]Watson Goodwin,Glaser Edwin.Watson-Glaser Critical Thinking Appraisal Manual[M].San Antonio:The Psychological Corporation,1980:59.
[9]文秋芳,刘润清.从英语议论文分析大学生抽象思维特点[J].外国语,2006(2):49-58.
[10]刘晓民.论大学英语教学思辨能力培养模式构建[J].外语界,2013(5):59-66.
[11]秦晓晴,毕劲.外语教学定量研究方法及数据分析[M].北京:外语教学与研究出版社,2015:417.
[12]文秋芳,孙旻.评述高校外语教学中思辨力培养存在的问题[J].外语教学理论与实践,2015(3):6-12.
[13]王婧,都建颖.批判性思维与大学英语写作研究综述[J].外语教育,2011:44-54.
[14]陈亚平,教师提问与学习者批判性思维能力的培养[J].外语与外语教学,2016(2):87-96.
[15]Wass Rob,Harland Tony.Scaffolding Critical Thinking in the Zone of Proximal Development[J].Higher Education Research and Development,2011(3):317-328.
[16]杨丽霞.英语专业学生思辨能力培养的有效途径——以写作课为例[J].长沙大学学报,2012(1):154-155.
[17]武金锁.批判性思维能力的培养与大学英语写作教学[J].黑龙江教育学院学报,2017(8):133-135.