外语课程思政视阈下大学生批判性思维认知能力的培养  

An Exploratory Study of Cultivating College Students’Critical Thinking Skills in Foreign Language Teaching with Political and Virtuous Awareness

作　　者：徐海艳[1] 李晖 XU Haiyan;Li Hui(Department of Arts and Humanities,Taizhou Vocational and Technical College,Taizhou,Zhejiang 318000,China;School of International Education,Shanghai University of Sport,Shanghai 200438,China)

机构地区：[1]台州职业技术学院人文学院,浙江省台州市318000 [2]上海体育学院国际教育学院,上海市200438

出　　处：《外语电化教学》2021年第6期57-62,9,共7页Technology Enhanced Foreign Language Education

基　　金：浙江省哲学社会科学规划项目“中国英语能力等级量表对大学英语学习者思辨能力的反拨效应研究”(项目编号:20NDJC345YBM);2020年度高校国内访问学者“教师专业发展项目‘CSE量表评估驱动下中国高校大学生批判性思维能力增效研究——以复旦高校为例’”(项目编号:FX2020120);浙江省教科规划项目“基于CSE大规模标准化评估驱动下高职学生批判性思维能力表征研究”(项目编号:2020SCG145)的阶段性研究成果。

摘　　要：文章以482名大学生作为研究对象,以教育目标分类学和CSE阅读分量表为逻辑框架构建层级性任务实施外语课程思政教学,探究提高大学生批判性思维认知能力的有效途径。研究发现:通过一学年学习,实验班和对照班学生批判性思维认知能力整体水平具有显著性差异;学生在阐释、分析、推理、评价四维度分项能力得到显著性发展,自我调节认知能力由较低发展为中等水平。研究表明,层级任务践行思政育人理念,基于CSE描述语指标体系将批判性思维认知能力与语言运用能力的培养有机融合,在循序渐进的认知过程中达到对学生语言能力与价值观等方面的引导,既锻炼学生批判性思维运用能力,对外语课程达到育人目标也具有积极的促进作用。Critical thinking,which helps us to analyze and solve problems,is highly compatible with the fundamental task of curriculum-based political and virtuous awareness education.Based on the logical framework of Bloom’s taxonomy of educational objectives,and in light of the China Standards of English Reading Scale that follows the guideline of political and virtuous awareness education and encourages learners’critical thinking,this study aimed to explore the effectiveness of improving critical thinking skills of college students in curriculum-based political and virtuous awareness education in English reading class.482 nonEnglish major college students were chosen.This study was carried out with two groups:the intervention group(N=241)and the control group(N=241).A pilot study and quasi-experimental design were adopted.As the CSE Reading Scale provides self-evaluation criteria by specific,accurate,and easy-to-understand descriptors,the first step was to diagnose the students’reading comprehension level to make reasonable and feasible learning tasks and plans.44“can-do”descriptors were chosen in the questionnaire.The reliability coefficient was 0.969 and the KMO value was 0.916(p=.000<0.05),indicating that the reliability and validity of students’selfassessment are ideal.The self-assessment results of the pilot study were corresponding to the Level 4 of the CSE Reading Scale.The second stage was quasi-experimental research:based on the assessment data,the teaching objectives,as well as the content,were optimized and the relevant hierarchical tasks were designed.Guided by the educational objectives and the CSE Reading Scale descriptors,four hierarchical teaching tasks were designed,namely,the tasks of identifying and extracting,summarizing and analyzing,criticizing and evaluating,and creatively comprehending information.The overall performance of students’critical thinking cognitive skills in the intervention group was significantly different from that of the control group(p=.001<0.05).Students’critical

关 键 词：外语课程思政 阅读量表 层级任务 批判性思维 认知能力 

分 类 号：H319.3[语言文字—英语]