基于阅读模糊容忍度认知的职前英语教师思辨能力问题探究  

An Analysis of Pre-service English Teachers'Critical Thinking Based on Tolerance of Ambiguity in English Reading

作　　者：徐贤佳 欧阳护华[2] XU Jia-xian;OU YANG Hu-hua(School of Foreign Languages,Hanshan Normal University,Chaozhou,Guangdong 521041;College of English Language and Culture,Guangdong University of Foreign Studies,Guangzhou,Guangdong 510420)

机构地区：[1]韩山师范学院外国语学院,广东潮州521041 [2]广东外语外贸大学英语语言文化学院,广州510420

出　　处：《牡丹江教育学院学报》2023年第2期64-67,124,共5页Journal of Mudanjiang College of Education

基　　金：广东省潮州市哲学社会科学“一三五”规划一般项目“课程思政视角下的职前教师英语阅读模糊容忍过程研究”(项目编号:2019-A-02);广东省韩山师范学院一般项目(人文社科类)“中国大学生批判阅读能力增强研究:关于信息处理时的歧义容忍度”(项目编号:WY201803)。

摘　　要：文章通过对20名职前英语教师英语阅读时的模糊容忍过程进行分析,从思辨能力的认知能力和情感特质两个维度出发,分析发现职前英语教师在英语阅读过程中出现的主要问题有易焦虑、不理性,重词汇、轻语篇,抓细节、丢任务。进而探究其主要原因在于受过往教育经历、自身认知及培训机制的影响和制约,解决方法有赖于职前英语教师、在职英语教师、国家、师范院校和教师培训机构采取相应措施。Through the analysis on the process of tolerance of ambiguity of 20 pre-service English teachers in English reading,analyzing from the cognitive skills and affective dispositions of critical thinking,this paper discusses the main problems of pre-service English teachers in the process of English reading,such as anxiety but irrationality,focusing on vocabulary but ignoring discourse,focusing on details but neglecting tasks.The main reason lies in the influence and restriction of education experience,self cognition and training mechanism.The exploration of solutions depends on the corresponding measures taken by pre-service English teachers,in-service English teachers,the state,normal universities and teacher training institutions.

关 键 词：职前英语教师 模糊容忍度 思辨能力 

分 类 号：G640[文化科学—高等教育学]