英语专业学生批判性思维培养研究

ABSTRACT

PREFACE

CHAPTER 1 INTRODUCTION

1.1 Introduction

1.2 Statement of Dissertation Objectives

1.3 Research Questions

1.4 Significance of the Study

1.5 Research Methodology

1.6 The Interdisciplinary Nature of the Dissertation

1.7 Outline of the Dissertation

1.8 Concluding Remarks

CHAPTER 2 LITERATURE REVIEW

2.1 Tradition of Critical Thinking and Its Definitions

2.2 Concepts and Various Definitions of Critical Thinking

2.3 Related Theories and Research on Critical Thinking

2.4 Analysis and Discussion of the Application of Critical Thinking in Texts and Teaching

2.5 Research on How Critical Thinking Models are Used in Teaching in the USA

2.6 Chapter Summary and Reflections

CHAPTER 3 CRITICAL THINKING TRADITIONS AND PRESENT RESEARCH IN CHINA

3.1 Traditions of Critical Thinking in Chinese Culture

3.2 Comparison of the Chinese Philosophy of Critical Thinking with the Western Approach

3.3 Research on Critical Thinking at Teaching at Present China

3.4 Text Analysis of Three Samples of Chinese Students' Essays

3.5 Chapter Summary and Reflections

CHAPTER 4 COMPARATIVE DISCUSSION ON HOW CRITI-

CAL THINKING IS PRACTICED AT THE UNI-

VERSITY LEVEL IN THE USA AND CHINA: EX-

AMPLES FROM UNIVERSITY OF LOUISVILLE,

USA AND DEZHOU UNIVERSITY, SHANDONG,

CHINA

4.1 Introduction to the Quality Enhancement Plan (QEP) of the Uni-

versity of Louisville (U of L) to Foster Students' Critical Thinking

4.2 Teachers' application in using both Bloom's Taxonomy and Paul-

Elder's Critical Thinking Framework at the University of Louisville, USA

4.3 The Measurement of Chinese Students' Critical Thinking Skills in Writing

4.4 Chapter Summary and Conclusions

CHAPTER 5 FACTORS THAT INFLUENCE THE FOSTERING OF

CHINESE STUDENTS' CRITICAL THINKING IN

ENGLISH EDUCATION

5.1 Introduction

5.2 Factors that Should be Considered in Developing Students' Critical

Thinking Skills

5.3 Teachers' Role in Developing Students' Critical Thinking

5.4 Chinese English Teachers' Cognition of Critical Thinking and

Ability to Teach Critical Thinking

5.5 Materials Chosen for Helping Develop Learners' Critical Thinking

5.6 Summary and Reflections

CHAPTER 6 CONSTRUCTION OF MODELS FOR TEACHING

CRITICAL THINKING TO CHINESE STUDENTS

IN ENGLISH EDUCATION

6.1 Introduction and Theory Justification

6.2 The Proposed Critical Thinking Models to Teach Chinese

Students in English Education: Course Outline and Justifica-

tion Model for Teaching English Reading

6.3 Summary and Reflections

CHAPTER 7 CONCLUSION

REFERENCES

APPENDICES

CURRICULUM VITAE

《英语专业学生批判性思维培养研究》阐述了：批判性思维在西方，尤其是美国的发展历史和相关理论，以及美国高校批判性思维的教学研究和应用，以美国路易维尔大学的质量提高工程为例，研究了该校一些教授应用布鲁姆的科学分类法和保罗的批判性思维框架教学的案例；阐述了中国批判性思维的文化传统和相关研究，分析了影响中国学生批判性思维发展的因素，应用佛罗里达批判性思维量化工具测量了中国学生的批判性思维水平，应用台湾学者朱苑瑜、叶玉珠编制完成的《批判性思考倾向量表》（TCTS）（吕国光（2007）修订）测量了部分中国外语教师的批判性思维倾向。《英语专业学生批判性思维培养研究》由马应心所著。

《英语专业学生批判性思维培养研究》共7章，第一章为概述，提出研究的问题、意义和方法：第二章为文献综述，研究了西方批判性思维的传统，批判性思维的概念和相关理论，包括Benjamin Bloom's Taxonomy The Revised Version of Bloom's Faxonomy和Paul & Elder's Framework，以及在文本中的应用；第三章研究中国批判性思维传统和当代相关研究；第四章比较中美高校培养批判性思维实践，同时应用Qualitative Florida Scale for Critical Thinking Skills（（UF／QCTS）工具测量了一年级和三年级外语专业学生的批判性思维技能，得出结论：经过三年学习，学生的翻译、分析、评价和解释技能有所提高，但是推理和自我校正技能仍然很弱；第五章分析了影响批判性思维培养的因素，包括教师角色、课堂氛围、教学内容、教材、管理者和教师批判性思维理念等，应用《批判性思考倾向量表》（TCTS）（吕国光2007年修订）测量部分中国外语教师的批判性思维倾向表明：教师的分析和系统性思维有待提高，在思维开放性方面也需要进一步加强；第六章构建培养学生批判性思维的教学框架，指出英语阅读教学应选择激发学生兴趣和思考的内容，提出利于培养学生批判性思维的5步教学法。