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| 大学生英语写作思辨能力研究——以广西大学为例【英文】 摘 要 广西大学近年来要求本科学生必修批判性思维相关课程，可见批判性思维素质正逐渐成为广西大学学生需要具备的素质。在广西大学学生所接受的思辨能力培养背景下，对广西大学英语专业大四学生的思辨能力进行研究、评价和分析。为往后的专家与学者提供有价值的数据与启示，同时，也为同类地方性院校、教师及学生提供有一定意义的实证意义，更有助于培养和提高英语专业学生的批判性思维。本研究选取广西大学英语外国语学院及国际学院英语专业54名学生，通过定性、定量的研究方法以及实地实证调查，运用思辨倾向性问卷工具《加利福利亚思辨倾向性问卷》调查学生的思辨现状，通过写作测试考察学生的思辨技能使用情况及特点。本研究发现广西大学英语专业大四学生总体思辨倾向性不稳定，缺乏思辨倾向性较明显。在英语思辨能力写作方面，本研究发现，广西大学英语专业大四学生在英语写作时，批判性思维使用情况为中等偏下，并且在写作时分析、推理能力欠缺，写作提供的证据较少或者证据不能支撑观点。本研究认为，批判性思维的培养是长期的，短期内批判性思维的培养对于思维方式改变影响并不大。批判性思维对于写作教学尤其重要，如果学生不进行批判性思维，在写作时只能人云亦云，所写的文章必定缺乏新意，论据不足。 关键词：批判性思维；思辨能力；英语写作；广西大学 College Students' Critical Thinking in English Writing: A Case Study of Guangxi University Abstract In recent years, Guangxi University has required undergraduate students to take courses related to critical thinking. It can be seen that critical thinking quality is graduallybecoming the quality that Guangxi University students need. In the context of the cultivation of critical thinking ability accepted bystudents in Guangxi University, this study to research,evaluate and analyze the critical thinking ability of senior English majors in Guangxi University. It not only provides valuable data and enlightenment for experts and scholars in future,but also provides meaningful empirical significance for similar local colleges,teachers and students, which is more helpful to cultivate and improve English majors’ critical thinking. In this study, 54 English majors from College of Foreign Languages College and International College of Guangxi University were selected. Through qualitative, quantitative research methods,field empirical investigation,the current situation of students’ speculative thinking was investigated by using the critical thinking disposition questionnaire California Critical Thinking Disposition Inventor, the usage situation and characteristics of students’ critical thinking skills are investigated through English argumentative writing test. This study found that the global critical disposition of senior English majorsin Guangxi University is unstable, and the lack of critical thinking is obvious. In terms of English argumentative writing,the study found that the usage situation of critical thinking in English writing of senior English majors in Guangxi University is medium to low. In writing, students are lack of analysis and reasoning ability,writing provides less evidence or evidence cannot support the view. This study believes that the cultivation of critical thinking is long-term,and the cultivation of critical thinking in the short term has little effect on the change of thinking mode. Critical thinking is particularly important for writing teaching.If students do not carry out critical thinking, they can only write in a cloud.The articles written must lack new ideas and arguments.This study believes that the cultivation of critical thinking is long-term,and the cultivation in the short term has little effect on the change of thinking mode. Critical thinking is particularly important for writing teaching.If students do not carry out critical thinking, they can only write in a cloud.The articles written must lack new ideas and arguments. Key words: Critical thinking;Critical thinking ability; English writing; Guangxi University Contents Part I Introduction 4 1.1 Research Background 4 1.2 Research Objectives 5 1.3 Significance of the Research 5 1.4 Overall Structure of the Thesis 5 Part II Literature Review 6 2.1 Studies on Critical Thinking Abroad 6 2.2 Studies on Critical Thinking in China 7 2.3 Summary 10 Part III Research Methods 11 3.1 Research Questions 11 3.2 Research Subjects 11 3.3 Research Instruments 12 3.3.1 California Critical Thinking Disposition Inventory 13 3.3.2 English Argumentative Writing Test 13 3.4 Research Procedures 13 3.4.1 Data Collection 14 3.4.2 Data Analysis 14 Part IV Results and Discussion 15 4.1 California Critical Thinking Disposition Inventory （Questionnaires） 15 4.1.1 Results of the Questionnaires 15 4.1.1.1.Results of Total Points 15 4.1.1.2.Results of Seven Dimensions 16 4.1.2 College Students’ Critical Thinking Levels 17 4.2 Evaluations of English Argumentative Writing Compositions 18 4.2.1 Critical Thinking Skills Evaluation and General Evaluation Results 18 4.2.2 Characteristics of Critical Thinking in College Students’ English Writing 20 Part V Conclusion 21 5.1 Major Findings 21 5.1.1 College Students’ English Argumentative Writing Levels 21 5.1.2 Application Levels of Critical Thinking Skills 22 5.2 Implications 22 5.3 Limitations 23 References 25 Appendix 27 |
