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英语写作任务类型与大学生批判性思维能力培养PDF|Epub|txt|kindle电子书版本网盘下载
- 田丹著 著
- 出版社： 北京：经济科学出版社
- ISBN：9787514124187
- 出版时间：2012
- 标注页数：209页
- 文件大小：8MB
- 文件页数：221页
- 主题词：英语－写作－教学研究－高等学校
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图书目录
Chapter 1 Introduction1
1.1 Research Purpose1
1.2 Research Questions2
1.3 Research Methodology3
1.4 Significance of the Study5
1.5 Outline of the Book7
Chapter 2 Literature Review9
2.1 Critical Thinking9
2.1.1 Definition of Critical Thinking10
2.1.2 Critical Thinking Skills12
2.1.3 Critical Thinking in Education16
2.1.4 Studies on Critical Thinking Home and Abroad22
2.2 Writing Tasks24
2.2.1 Types of Writing Tasks25
2.2.2 Task-based Writing Pedagogy29
2.3 Action Research34
2.3.1 A Historical Overview of Action Research35
2.3.2 Definition of Action Research38
2.3.3 Classification of Action Research40
2.3.4 Characteristics of Action Research41
Chapter 3 Teachers'Perception towards Critical Thinking and Students'Performance in EFL Writing45
3.1 College English Teachers'Perception towards Critical Thinking45
3.1.1 Participants46
3.1.2 Instruments47
3.1.3 Results and Findings48
3.2 Assessment of Critical Thinking Abilities in EFL Writing53
3.2.1 Setting and Participants53
3.2.2 Instrument55
3.2.3 Inter-rater Reliability58
3.2.4 Research Procedure59
3.2.5 Results and Discussion60
Chapter 4 The First Round of Action Research64
4.1 Research Purposes64
4.2 Planning65
4.2.1 Transfer from Product Writing to Process Writing65
4.2.2 Teachers'Written Feedback Focused on Writing Content66
4.2.3 Teachers'Feedback in the form of Socratic Questioning68
4.3 Action70
4.4 Observation72
4.4.1 Obvious Achievements in Evaluation and Explanation73
4.4.2 Arising Problems74
4.5 Reflection76
4.5.1 Teachers'Feedback in the form of Questions76
4.5.2 Teachers'Feedback on the Content of Writing77
4.5.3 Learners'Writing Interest79
4.5.4 Writing Based on Topic Tasks80
Chapter 5 The Second Round of Action Research83
5.1 Research Purposes83
5.2 Planning84
5.2.1 Integrating Reading Activities into Writing84
5.2.2 Writing Based on the Picture Task86
5.2.3 Brainstorming87
5.2.4 Peer Feedback88
5.3 Action89
5.3.1 Pre-Writing Stage90
5.3.2 Writing and Revising Stages91
5.4 Observation92
5.4.1 Interpretation92
5.4.2 Analysis93
5.4.3 Evaluation94
5.4.4 Inference95
5.4.5 Explanation96
5.4.6 Self-Regulation97
5.4.7 Arising Problems99
5.5 Reflection101
5.5.1 Peer Feedback102
5.5.2 Process-Oriented Writing and Self-Regulation103
5.5.3 Interest in Writing Tasks105
Chapter 6 The Third Round of Action Research108
6.1 Research Purposes108
6.2 Planning109
6.2.1 Constructivism and Writing Tasks109
6.2.2 Task Complexity and Task Difficulty111
6.2.3 Learning with High Motivation114
6.2.4 Self-Evaluation116
6.3 Action117
6.3.1 The First Stage117
6.3.2 The Second Stage118
6.3.3 The Third Stage119
6.4 Observation122
6.4.1 Interpretation and Analysis123
6.4.2 Evaluation124
6.4.3 Inference126
6.4.4 Explanation126
6.4.5 Self-Regulation128
6.5 Reflection129
6.5.1 Exploring-Typed Writing Tasks130
6.5.2 Self-Assessment132
Chapter 7 Conclusion and Implication134
7.1 Conclusion134
7.1.1 EFL Writing and Critical Thinking134
7.1.2 Writing Task Types and Critical Thinking140
7.1.3 Various Teaching Approaches and Critical Thinking142
7.1.4 Writing Task Types and Learners'Enthusiasm143
7.2 Implications147
7.2.1 Implications for the National College English Education System147
7.2.2 Implications for English Teachers152
7.2.3 Implications for Chinese College Students167
7.3 Limitation169
7.4 Further Research171
Appendix Ⅰ173
Appendix Ⅱ176
Appendix Ⅲ177
Appendix Ⅳ178
Appendix Ⅴ180
Appendix Ⅵ183
Bibliography185
POSTSCRIPT208