高校英语学习者创新意识及批判思维培养研究——从大学英语后续教学谈起  

Study on the Learners′ Innovation Consciousness and Critical Thinking in College English Follow-up Teaching

作　　者：解华[1] 翟玉贞[1] 王磊[1] 

机构地区：[1]济宁医学院外国语学院,山东日照276826

出　　处：《西北医学教育》2015年第5期852-855,共4页Northwest Medical Education

基　　金：山东省社会科学规划研究项目"新教学模式下;形成性评价体系对学生自主学习时间和效果的影响的实证研究"(13CWJJ19);济宁医学院教育教学改革专项课题"提高大学英语课程形成性评价有效性的行动研究"(14016);济宁市哲学社会科学规划项目"大学英语教学中渗透中国本土文化教育的模式研究"(15JSGX044);济宁医学院科研计划项目"医学院校大学生英语定语从句错误分析的实证研究"(JY2013RW023)的阶段性研究成果

摘　　要：在我国深化教育教学改革的大背景下,各高校相继探索适应个性化教学要求的大学英语后续课程,以提高学生的专业素养,培养其创新意识及批判思维。创新意识是培养综合应用型人才的必备素养,批判思维是培养创新意识的前提,亦是高等教育的目标之一。文章分析了高校建设后续课程的必要性与适切性,并从课程内容及学科功能、合作学习、教学模式、评价方式、教师知识结构和教师素养等方面就创新意识及批判思维的培养策略进行了探讨。Based on college English reform in China, universities have begun developing English follow- up teaching with its own character to perfect the system of students training. Some basical English courses are provided for the freshmen and sophomores, more are for the juniors and seniors and the advanced English courses are for higher-grade students. As one of the objectives of higher education, English follow-up courses are useful in improving the studentst professional quality, rational thinking ability and innovation consciousness, and the latter is essential for the training of students＇ compre- hensive application and is also helpful for the forming of critical thinking as the precondition of foste- ring the innovation consciousness. Furthermore, the practicality and appropriateness of personalized college English follow-up courses, and the relevant strategies are analyzed from the following points： curriculum and its advantages, cooperative study, teaching mode, methods of evaluation, teacher knowledge structure and quality.

关 键 词：后续教学 创新意识 批判思维 

分 类 号：G642.0[文化科学—高等教育学]