摘要
本研究采用前后测准实验的方法,探讨课堂议论文写作教学对英语专业学生思辨能力的影响。在某高校英语专业三年级两个自然班的英语议论文写作教学中,分别采用任务型写作教学和常规教学两种教学方式进行了为期一个学期的教学准实验。研究发现,任务型写作教学班的学生在思维相关性、清晰性、深度和广度四个维度发展总体呈显著性。其中,思维相关性发展最快,思维广度的提高幅度最大,而思维清晰度和深度的发展相对缓慢,仍然处于中等偏下的水平。研究提出了任务型写作教学应着重训练学生的思维短板,争取多个维度均衡发展,并将思辨能力培养贯穿于各门英语专业课程教育中。
The present study intended to explore the influence of task-based argumentation writing on English majors’high-level thinking after a semester of task-based argumentation writing course.A quasi-experiment was conducted which included two intact classes,one as experimental group,the other as control group participated in the study.Four thinking quality evaluation criteria by Paul&Elder and group interview were used to evaluate the change of the students’high-level thinking proficiency.According to the results of the subjects’argumentative essays as pre-test and post-test,it is found out that significant improvement occurs in the subjects’high-level thinking which mainly includes thinking relevance,clarity,depth and breadth.Among which thinking relevance improves fast,thinking breadth increases by a large margin,whereas thinking relevance and thinking clarity still remain at a low level,showing a slow development.Hence,it is suggested that more emphasis should be put on the shortcomings of students’high-level thinking during task-based argumentation writing task and high-level thinking training should be involved in all English major courses.
作者
旷怡
KUANG Yi(Center for Linguistics and Applied Linguistics,Guangdong University of Foreign Studies,Guangzhou,Guangdong,510420)
出处
《广州广播电视大学学报》
2021年第6期65-70,110,共7页
Journal of Guangzhou Open University
关键词
议论文任务型写作
读写结合任务
高阶思维
task-based argumentation writing
reading-writing connection task
high-level thinking
