英语学习者同伴互动中思辨过程研究
An Investigation into English Learners'Critical Thinking Processes in Peer Interaction
徐亚妮 1杨连瑞 2陈颖 2杨向梅3
作者信息
- 1. 江苏理工学院外国语学院 江苏常州 213001
- 2. 中国海洋大学外国语学院 山东青岛 266100
- 3. 青岛农业大学外国语学院 山东青岛 216109
- 折叠
摘要
思辨能力培养在教育界备受关注,但现有研究多将思辨能力视为学习者个体的学习能力和认知结果,忽视了学习的社会属性及认知过程.鉴于此,本文基于社会文化理论和实践探究模型,考察了某高校222名非英语专业大学生同伴互动中的思辨过程.结果显示:(1)英语学习者同伴互动中的思维过程主要处于实践探究模型的低级阶段,高阶思维较少;(2)低级阶段的思维过程主要集中于探索阶段:以提问式引出话题后,学生多采用经验式论据支撑论点;高级阶段的思维过程主要体现于整合阶段:学生多与同伴意见趋同而少反驳、多意见总结而少经验联系,缺乏解决问题与反思意识.本研究为教师把握学习者同伴互动中思辨能力的过程性特征提供了实践启示.
Abstract
The cultivation of critical thinking(CT)has garnered tremendous attention in higher educa-tion,but most studies consider it an individual competence and cognitive outcome,neglecting the social properties and cognitive processes of learning.This study,based on sociocultural theo-ry and the Practical Inquiry model,explores the CT processes of 222 non-English majors in peer interaction.Results show that(1)students'CT in peer interaction is mainly characterized by low-level cognitive processes in line with the Practical Inquiry model,with less high-level thinking;(2)low-level CT processes are mostly situated in the exploration stage,marked by arguments substantiated by personal experience following topic introduction through questions.In contrast,high-level CT processes are primarily situated in the integration stage,marked by more agree-ment than disagreement,more summary of experience than connection,and a notable shortage of problem-solving and reflective consciousness.The findings provide practical insights into teach-ers'understanding of the features of CT processes displayed by learners in interaction.
关键词
思辨能力/思辨过程/同伴互动/社会文化理论/实践探究模型Key words
critical thinking/critical thinking process/peer interaction/sociocultural theory/Practical Inquiry model引用本文复制引用
基金项目
山东省艺术科学重点课题(L2023Z04190835)
江苏理工学院一般课题(KYY24519)
出版年
2024
NETL
NSTL
万方数据