试论大学英语学生思辨能力发展的差异性  

On the Differences in the Development of College English students’Critical Thinking Ability

作　　者：曹艳红[1] 岳爱萍[1] Cao Yanhong;Yue Aiping(Suzhou University,Suzhou,Jiangsu,215006)

机构地区：[1]苏州大学,江苏苏州215006

出　　处：《山西广播电视大学学报》2022年第4期49-52,共4页Journal of Shanxi Radio & TV University

摘　　要：大学非英语专业学生思辨能力现状不容乐观,应探索培养文科生和理工科生思辨能力的实践方法,探讨两者思辨能力的发展的差异。显性思辨教学培养实践能提高文科生和理工科生思辨能力,而理工科生的思辨能力发展得更快更好。通过分析比较,发现文科生和理工科生思辨能力发展的差异性,对我国大学英语课堂教学中教师如何有效结合思辨教学,提高不同学科大学生英语学习能力和思辨能力具有一定的参考价值。The current situation of critical thinking ability of non-English majors in colleges is not optimistic.It is necessary to explore practical methods to cultivate critical thinking ability of liberal arts students and science and engineering ones,and explore whether there are differences in the development of critical thinking ability between them.Explicit critical thinking teaching training practice can improve the critical thinking ability of liberal arts students and science and engineering ones,while the critical thinking ability of science and engineering students can develop faster and better.Through analysis and comparison,it is found that the differences in the development of critical thinking ability between liberal arts students and science and engineering ones have a positive reference value for teachers to effectively combine critical thinking teaching in college English classroom teaching and improve the English learning ability and critical thinking ability of college students in different disciplines.

关 键 词：思辨能力培养 显性思辨教学 差异性 

分 类 号：H319.3[语言文字—英语]