摘要
本研究通过开放性问卷调查探究了117名高校英语专业教师对其在课程中培养学生思辨能力的认知、面临的困难与需求。研究发现,他们基本认同应将思辨能力培养融入英语专业课程教学,但在具体实施过程中遇到来自学生、环境和教师自身的制约;他们提出了教师培训、资源建设,以及院系领导、同事、政策等制度和环境支持三方面的需求。基于研究发现,本文探讨了教师推进思辨英语教学改革过程中应发挥主观能动性,语言能力与思辨能力关系等问题,最后对高校外语教师教育和研究提出建议。
Using an open-ended questionnaire as the method of data collection,the present study investigated 117 English language major teachers’perceptions of,difficulties in,and needs of nurturing students’critical thinking in their English subject-matter courses. The research finds that the teachers agreed that nurturing students’critical thinking should be included as an important goal of their subject-matter courses.The teachers also reported that in achieving this goal they encountered various constraints caused by their students,the contexts,and themselves.The teachers suggested that providing teachers with professional development opportunities, teaching resources,and institutional and contextual support would help teachers nurture their students’critical thinking.With such findings,this paper discusses the role of teacher agency in nurturing students’critical thinking as well as the relationships between students’linguistic competency and critical thinking.The discussion leads further to several implications for language teacher education research and practice.
出处
《外语研究》
CSSCI
北大核心
2019年第4期57-62,112,共7页
Foreign Languages Research
基金
2016年度教育部人文社科基地重大项目“中国外语教育理论与实践创新研究”(编号:16JJD740002)子课题“我国高校英语专业国际化高端人才培养模式研究”的阶段性成果
关键词
思辨英语教学
英语思辨能力
英语语言能力
英语教学改革
Language and Critical Thinking Integrated Teaching
Critical Thinking
Language Competency
English Language Major Teachers
Difficulties and Needs
