不同认知层级问题驱动下的小组讨论与思辨能力培养  

Fostering Students' Critical Thinking Skills Through Group Discussions Initiated by Questions of Different Cognitive Levels

作　　者：裴正薇[1] 邢艳红[1] 徐黎[1] 

机构地区：[1]南京农业大学外国语学院,江苏南京210095

出　　处：《外语与外语教学》2018年第5期118-128,共11页Foreign Languages and Their Teaching

基　　金：中央高校基本科研业务费专项基金项目"英语专业大学生思辨能力现状与影响因素研究"(项目编号:SKCX2016004)的研究成果

摘　　要：我国外语教育领域的思辨研究虽已取得一定规模的成果,但实证研究仍然缺乏。本研究依据Bloom认知目标分类体系设计不同认知层级和类别的教师提问,以61名英语专业大二学生为受试,探讨如何通过小组讨论促进学生思辨能力的发展。基于实证数据和语料分析,研究发现:高认知层级问题比低认知层级问题更有助于促进学生的思辨能力,同一认知层级的各类问题对思辨能力的促进并不存在显著差异。这些发现为高校英语教师在日常教学实践中有效培养学生的思辨能力提供了参考。Despite a sizable body of critical thinking research in the foreign language education field of China,relevant empirical studies are still scanty.Considering this,the present study explores howto develop students' critical thinking through group discussions by engaging 61 2 nd-year English majors in discussing questions devised by teachers according to Bloom's taxonomy of cognitive objectives.Based on empirical data and analysis of discussions,the study reveals that higher-cognitive questions contributed more to boosting students' critical thinking skills than lower-cognitive questions,with no significant differences observed among different types of questions on the same cognitive level. The findings may provide implications for university English teachers in fostering students' critical thinking skills in their daily teaching practice.

关 键 词：思辨能力 小组讨论 教师提问 认知层级 

分 类 号：H319[语言文字—英语]