语言模板在英语辩论课思辨能力培养中的应用效果研究
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摘要
在语言学习中融入思辨能力培养的外语教育理念在中国英语教育界已日益得到广泛认可,但如何将这一理念有效地落实在实际教学中尚在探索阶段。本文考查了英语辩论课中使用语言模板对学生思辨能力发展的影响,研究聚焦使用语言模板对学生掌握反驳技巧的影响。研究发现,模板能够引导学生思维,起到提高反驳技巧的作用,但需要反复使用和练习才能达到更好的效果。
The belief that critical thinking should be infused in foreign language teaching has gained recognition in the field of English education in China. How to put it into practice in actual language teaching is,however,still being under explored.This paper reports a study on the effects of using language template in English debate class,as an effort to cultivate critical thinking in English teaching. Results show that language template is effective in guiding students' thinking and helping them adopt critical thinking skills in refutation. However,it takes more practice to achieve better effects.
The belief that critical thinking should be infused in foreign language teaching has gained recognition in the field of English education in China. How to put it into practice in actual language teaching is,however,still being under explored.This paper reports a study on the effects of using language template in English debate class,as an effort to cultivate critical thinking in English teaching. Results show that language template is effective in guiding students' thinking and helping them adopt critical thinking skills in refutation. However,it takes more practice to achieve better effects.
引文
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[18]Zhou,J.,Zhou,S.,Huang,C. Xu,R.,Zhang,Z.,Zeng,S.&G. Qian. Effectiveness of problem-based learning in Chinese pharmacy education:A meta-analysis[J]. BMC Medical Education,2016(16):23-35.
[19]韩少杰,王小英.英语专业精读教学与学生批判性思维能力的培养[J].外语教学,2009(6):67-70.
[20]李莉文.英语写作中的读者意识与思辨能力培养[J].中国外语,2011(3):66-73.
[21]林晓,何莲珍.论大学英语课堂中的思辨能力培养[J].西安外国语大学学报,2017(1):61-66.
[22]林岩.口语教学与思辨能力培养——一项对英语辩论课程中学生反思日志的研究[J].外语与外语教学,2012(5):29-33.
[23]林岩.英语专业知识课中的密集读写任务对思辨能力的影响[J].外语界,2014(5):11-19.
[24]刘航,金利民.英语辩论与大学生批判性思维发展的实证研究[J].外语与外语教学,2012(5):24-28.
[25]马越.英语专业本科生批判性思维态度倾向研究[J].广东外语外贸大学学报,2011(4):92-95.
[26]文秋芳.中国外语类大学生思辨能力现状研究[M].北京:外语教学与研究出版社,2012.
[27]文秋芳,王建卿,赵彩然,刘艳萍,王海妹.构建我国外语类大学生思辨能力量具的理论框架[J].外语界,2009(1):37-43.
[28]文秋芳,刘艳萍,王海妹,王建卿,赵彩然.我国外语类大学生思辨能力量具的修订与效度检验研究[J].外语界,2010(4):19-26.
[29]文秋芳,李英杰,孙旻,张伶俐,杨松.研制多套难度相似的思辨技能量具:实践与反思[J].外语电化教学,2014(158):3-7.
[30]杨艳霞,任静生.我国外语批判性思维研究可视化分析与反思[J].外语界,2016(3):50-57.
[31]尹晶.英语教学中学生思辨能力培养的思考[J].西安外国语大学学报,2018(3):74-78.
[32]张莲,孙有中.基于社会文化理论视角的英语专业写作课程改革实践[J].外语界,2014(5):2-10.
[2] Epstein,S. Integration of the cognitive and psychodynamic unconscious[J]. American Psychologist,1994(49):709-724.
[3]Evans,J. St. B. T. In two minds:Dual-process accounts of reasoning[J]. Trends in Cognitive Sciences,2003(7):454-459.
[4]Goel,V.,Gold,B.,Kapur,S.&S. Houle. The seats of reason:A localization study of deductive and inductive reasoning[J]. NeuroReport,1997(8):1305-1310.
[5] Hashemi,M. R.&A. Ghanizadeh. Critical discourse analysis and critical thinking:An experimental study in an EFL context[J]. System,2012(1):37-47.
[6]Hsieh,H.&S. Shannon. Three approaches to qualitative content analysis[J]. Qualitative Health Research,2005(9):1277-1288.
[7]Johnson,S. L.赢在辩论[M].北京:外语教学与研究出版社,2010.
[8]Law,C.&J. A. Kaufhold. An analysis of the use of critical thinking skills in reading and language arts instruction[J]. Reading Improvement,2009(46):29-34.
[9]Lee,H.,Parsons,D.,Kwon,G.,Kim,J.,Petrova,K.,Jeong,E.&H. Ryu. Cooperation begins:Encouraging critical thinking skills through cooperative reciprocity using a mobile learning game[J]. Computers&Education,2016(97):97-115.
[10]Novakovich,J. Fostering critical thinking and reflection through blogmediated peer feedback[J]. Journal of Computer Assisted Learning,2016(1):16-30.
[11]Paul,R.&L. Elder. Critical Thinking:Tools for Taking Charge of your Learning and your Life(2nd edn.)[M]. New Jersey:Pearson Prentice Hall,2006.
[12]Piaget,J. Development and learning[J]. Journal of Research in Science Teaching,1964(2):176-186.
[13]Roy,D. Website analysis as a tool for task-based language learning and higher order thinking in an EFL context[J]. Computer Assisted Language Learning,2014(5):395-421.
[14]Rybold,G.英语辩论教程[M].北京:外语教学与研究出版社,2010.
[15]Toulmin,S.,Riecke,R.&A. Janik. An Introduction to Reasoning[M]. New York:Macmillan,1984.
[16]Vygotsky,L. S. Mind in Society:The Development of Higher Psychological Processes[M]. Cambridge,MA:Harvard University Press,1978.
[17]Vygotsky,L. S. Thought and Language[M]. New York:Plenum Press,1986.
[18]Zhou,J.,Zhou,S.,Huang,C. Xu,R.,Zhang,Z.,Zeng,S.&G. Qian. Effectiveness of problem-based learning in Chinese pharmacy education:A meta-analysis[J]. BMC Medical Education,2016(16):23-35.
[19]韩少杰,王小英.英语专业精读教学与学生批判性思维能力的培养[J].外语教学,2009(6):67-70.
[20]李莉文.英语写作中的读者意识与思辨能力培养[J].中国外语,2011(3):66-73.
[21]林晓,何莲珍.论大学英语课堂中的思辨能力培养[J].西安外国语大学学报,2017(1):61-66.
[22]林岩.口语教学与思辨能力培养——一项对英语辩论课程中学生反思日志的研究[J].外语与外语教学,2012(5):29-33.
[23]林岩.英语专业知识课中的密集读写任务对思辨能力的影响[J].外语界,2014(5):11-19.
[24]刘航,金利民.英语辩论与大学生批判性思维发展的实证研究[J].外语与外语教学,2012(5):24-28.
[25]马越.英语专业本科生批判性思维态度倾向研究[J].广东外语外贸大学学报,2011(4):92-95.
[26]文秋芳.中国外语类大学生思辨能力现状研究[M].北京:外语教学与研究出版社,2012.
[27]文秋芳,王建卿,赵彩然,刘艳萍,王海妹.构建我国外语类大学生思辨能力量具的理论框架[J].外语界,2009(1):37-43.
[28]文秋芳,刘艳萍,王海妹,王建卿,赵彩然.我国外语类大学生思辨能力量具的修订与效度检验研究[J].外语界,2010(4):19-26.
[29]文秋芳,李英杰,孙旻,张伶俐,杨松.研制多套难度相似的思辨技能量具:实践与反思[J].外语电化教学,2014(158):3-7.
[30]杨艳霞,任静生.我国外语批判性思维研究可视化分析与反思[J].外语界,2016(3):50-57.
[31]尹晶.英语教学中学生思辨能力培养的思考[J].西安外国语大学学报,2018(3):74-78.
[32]张莲,孙有中.基于社会文化理论视角的英语专业写作课程改革实践[J].外语界,2014(5):2-10.