SIOP模式与英语专业精读课批判性思维培养的耦合机制研究现状

Coupling Mechanisms between SIOP Model and Critical Thinking Cultivation in English Major Intensive Reading Courses: A Research Review

摘要: 在当前高等教育致力于培养复合型、创新型人才的宏观背景下，英语专业教学正经历着从单纯语言技能训练向深层思维能力培养转型的关键时期。长期以来，我国外语界受困于学生“思辨缺席”的结构性难题，这一现象在传统的精读课程中尤为凸显，表现为学生在逻辑推理、批判性评价及创新解决问题能力的显著匮乏。作为应对，美国的庇护式教学观察协议(Sheltered Instruction Observation Protocol, SIOP)凭借其兼顾语言习得与学科内容获取的双重优势，被引入中国外语教学现场，并被视为打破“思辨缺席”僵局的潜在良方。本文基于详实的文献数据与实证案例，旨在构建一份详尽的行业研究报告，全面剖析SIOP模式与英语专业精读课批判性思维培养的耦合机制。

Abstract: Against the backdrop of higher education’s emphasis on cultivating interdisciplinary and innovative talents, English major education is undergoing a critical transition from pure language skills training to deep-level cognitive ability development. For years, the field of foreign language education in China has been grappling with the structural dilemma of students’ “critical thinking deficit”, which is particularly evident in traditional intensive reading courses. This manifests as a marked deficiency in students’ logical reasoning, critical evaluation, and innovative problem-solving abilities. In response, the Sheltered Instruction Observation Protocol (SIOP), an American pedagogical model renowned for its dual focus on language acquisition and content mastery, has been introduced into China’s foreign language teaching context as a potential solution to break the impasse of “critical thinking absence”. Based on comprehensive literature analysis and empirical case studies, this paper seeks to construct a detailed industry research report that systematically examines the coupling mechanism between the SIOP model and the cultivation of critical thinking in English major intensive reading courses.