职前英语教师批判性思维能力测评探究  

Assessing Critical Thinking Skills of Pre-service English Teachers

作　　者：黄永亮[1] 

机构地区：[1]河北师范大学

出　　处：《外国语文研究（辑刊）》2024年第1期179-191,共13页

基　　金：2022年第十一批“中国外语教育基金”重点项目“大学外语评价生态系统重构机制研究”(编号:ZGWYJYJJ11Z022)的阶段性成果。

摘　　要：培养学习者的批判性思维是当前外语教育教学的一个重要目标。对职前英语教师的批判性思维能力进行测评,守好“入门关”,是确保其未来英语教育教学胜任力的直接举措。职前英语教师批判性思维能力可从“窄式”视角界定为:能够恰当地运用英语进行论证的能力,包括识别论证结构的能力、评价论证的能力和论证个人观点的能力。职前英语教师批判性思维能力测试设计宜采用拓展式的建构型作答任务,分别制定三个相应的评分量表。评分量表维度设置兼顾论证和语言表达,量表描述语应充分体现论证的内在特征。这可为我国职前英语教师批判性思维能力测评思路设计提供些许参照。To cultivate critical thinking of learners is,currently,among the key objectives of foreign language education and teaching.It's the immediate measure to assess critical thinking skills for pre-service English teachers so as to guarantee the gateway to their positions and their teaching proficiency.Critical thinking skills for pre-service English teachers can be narrowly defined as the ability to argue in English appropriately,including argument identification,argument evaluation,and argument construction.Three test tasks with extended constructed response format and their corresponding rating criteria are to be designed respectively.Argument and language expressions are the two dimensions of rating criteria with distinctive features ofargument in their descriptors.The present study may provide some references forassessing critical thinking skills for pre-service English teachers in China.

关 键 词：批判性思维 批判性思维能力 职前英语教师 论证能力 

分 类 号：H319[语言文字—英语]