基于思维导图的英语阅读教学对高中生批判性思维能力的影响研究
发布时间：2024-02-19 18:36
《普通高中英语课程标准(2017年版)》(教育部2018)将思维品质列为英语学科核心素养之一,要求在英语教学中培养学生的思维品质。作为一种可视化的图形表征,思维导图用具体的形象表达抽象的意义,该建构过程能有效提高批判性思维水平。针对目前高中英语阅读教学忽视对学生批判性思维能力培养的情况,本文探究基于思维导图的英语阅读教学对高中生批判性思维能力的影响。基于以上背景,本研究提出以下三个问题:1、目前高中生批判性思维能力的现状如何?2、基于思维导图的英语阅读教学对高中生批判性思维能力的影响如何?3、基于思维导图的英语阅读教学对高中生批判性思维能力产生影响的原因是什么?本文采用实验研究的方法,实验对象是DY市某高中高一年级的两个平行班,每个班均50人,实验周期为三个月。研究者在实验班用思维导图进行英语阅读教学,而在控制班采用传统方式。研究工具为英语阅读测试和访谈提纲。英语阅读测试分为前测和后测,阅读测试结果由SPSS21.0进行分析。访谈对象为实验班随机选取的三位男生和三位女生,访谈结束后研究者将音频转化为文字。研究发现:1、高中生批判性思维总体水平较低,尤其是评价和自我调节能力。2、基于思维...
【文章页数】：103 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Mind Map
2.1.1 Definition of Mind Map
2.1.2 Empirical Studies of Mind Map Abroad
2.1.3 Empirical Studies of Mind Map at Home
2.2 Critical Thinking
2.2.1 Definition of Critical Thinking
2.2.2 Structure of Critical Thinking
2.2.3 Empirical Studies of Critical Thinking Abroad
2.2.4 Empirical Studies of Critical Thinking at Home
2.3 Relationship between Mind map and Critical Thinking
2.3.1 Empirical Studies on the Relationship between Mind Map and Critical ThinkingAbroad
2.3.2 Empirical Studies on the Relationship between Mind Map and Critical Thinking atHome
Chapter Three Theoretical Basis
3.1 Brain Science Theory
3.2 Schema Theory
3.3 Constructive Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 English Reading Test
4.3.2 Interview Outline
4.4 Research Procedures
4.4.1 Preparation Stage
4.4.2 Conducting Stage
4.4.2.1 Teaching Procedures in the Experimental Class
4.4.2.2 Teaching Procedures in the Controlled Class
4.4.3 Post Experiment Stage
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Current Level of Senior High School Students’Critical Thinking Ability
5.1.1 Results of English Reading Pre-test in EC and CC
5.1.2 Interpretation and Discussion
5.2 Effects of Mind Map-based English Reading Teaching on Critical Thinking Ability
5.2.1 The Effect on General Critical Thinking ability
5.2.2 The Effect on Six Components of Critical Thinking ability
5.3 Reasons for the Effects of Mind Map-based English Reading Teaching on CriticalThinking Ability
5.3.1 Results of Interviews
5.3.2 Interpretation and Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Research Limitations
6.4 Suggestions for Further Research
References
AppendixⅠEnglish Reading Pre-test
Appendix ⅡEnglish Reading Post-test
Appendix Ⅲ English Reading Scores of Pre-test in EC
Appendix Ⅳ English Reading Scores of Pre-test in CC
Appendix Ⅴ English Reading Scores of Post-test in EC
Appendix Ⅵ English Reading Scores of Post-test in CC
Appendix Ⅶ Interview Outline
Appendix Ⅷ Interview Transcriptions
Acknowledgements
本文编号：3903143
【文章页数】：103 页
【学位级别】：硕士
【文章目录】：
摘要
Abstract
Chapter One Introduction
1.1 Research Background
1.2 Research Purpose
1.3 Research Significance
1.4 Structure of the Thesis
Chapter Two Literature Review
2.1 Mind Map
2.1.1 Definition of Mind Map
2.1.2 Empirical Studies of Mind Map Abroad
2.1.3 Empirical Studies of Mind Map at Home
2.2 Critical Thinking
2.2.1 Definition of Critical Thinking
2.2.2 Structure of Critical Thinking
2.2.3 Empirical Studies of Critical Thinking Abroad
2.2.4 Empirical Studies of Critical Thinking at Home
2.3 Relationship between Mind map and Critical Thinking
2.3.1 Empirical Studies on the Relationship between Mind Map and Critical ThinkingAbroad
2.3.2 Empirical Studies on the Relationship between Mind Map and Critical Thinking atHome
Chapter Three Theoretical Basis
3.1 Brain Science Theory
3.2 Schema Theory
3.3 Constructive Theory
Chapter Four Research Methodology
4.1 Research Questions
4.2 Research Participants
4.3 Research Instruments
4.3.1 English Reading Test
4.3.2 Interview Outline
4.4 Research Procedures
4.4.1 Preparation Stage
4.4.2 Conducting Stage
4.4.2.1 Teaching Procedures in the Experimental Class
4.4.2.2 Teaching Procedures in the Controlled Class
4.4.3 Post Experiment Stage
4.5 Data Collection and Analysis
Chapter Five Results and Discussion
5.1 Current Level of Senior High School Students’Critical Thinking Ability
5.1.1 Results of English Reading Pre-test in EC and CC
5.1.2 Interpretation and Discussion
5.2 Effects of Mind Map-based English Reading Teaching on Critical Thinking Ability
5.2.1 The Effect on General Critical Thinking ability
5.2.2 The Effect on Six Components of Critical Thinking ability
5.3 Reasons for the Effects of Mind Map-based English Reading Teaching on CriticalThinking Ability
5.3.1 Results of Interviews
5.3.2 Interpretation and Discussion
Chapter Six Conclusion
6.1 Major Findings
6.2 Pedagogical Implications
6.3 Research Limitations
6.4 Suggestions for Further Research
References
AppendixⅠEnglish Reading Pre-test
Appendix ⅡEnglish Reading Post-test
Appendix Ⅲ English Reading Scores of Pre-test in EC
Appendix Ⅳ English Reading Scores of Pre-test in CC
Appendix Ⅴ English Reading Scores of Post-test in EC
Appendix Ⅵ English Reading Scores of Post-test in CC
Appendix Ⅶ Interview Outline
Appendix Ⅷ Interview Transcriptions
Acknowledgements
本文编号：3903143
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