师范生审辨思维教学中的反思写作探究
An Exploration of Reflective Writing in Critical Thinking Teaching for Normal University Students
DOI: 10.12677/CES.2023.119370, PDF,    科研立项经费支持
作者: 付晓丽, 孙雅茹：河北师范大学外国语学院，河北 石家庄
关键词: 审辨思维；师范生；反思写作；主观性；缘由；Critical Thinking； Normal University Students； Reflective Writing； Subjectivity； Reason
摘要: 促进师范生的思维发展是师范院校的重要育人目标。思维课的教学目的是使学生的思想发生变化。学界目前对学习者内在思想变化的外在语言表征研究较少。文章依托审辨思维课程实践，对学生学习审辨思维课前后的两次书面作业(第一次简称“报告文”；第二次简称“反思文”)进行对比。通过揭示“报告文”和“反思文”的文体特征及语言特点，呈现学生在课程学习前后思想上的变化。研究发现：反思文在整体篇幅、单句长度等指标方面都超过报告文；某些语言资源(如“我”、“我们”、“因为”等)在两类文本中使用频次不同；学生心态在反思文中更趋理性客观，这是其审辨思维能力提升的标志。
Abstract: Promoting the development of normal students’ thinking is an important educational goal of normal colleges and universities. The teaching purpose of thinking course is to change students’ thinking. At present, there are few studies on the external language representation of learners’ internal thinking changes. Relying on the practice of the course of critical thinking, this paper compares two written assignments (the first one is referred to as “report texts” and the second is referred to as “reflective texts”) before and after the course of critical thinking. By revealing the stylistic and linguistic features of the two assignments, this paper presents some ideological changes of students before and after the course. It is found that the reflective texts exceed the report texts in terms of the overall length and the length of single sentence, and some language resources (such as “I”, “we”, “because”, etc.) are used frequently in the two types of texts. Students’ mentality becomes more rational and objective in reflective texts, which is a sign of the improvement of their critical thinking ability.
文章引用：付晓丽, 孙雅茹. 师范生审辨思维教学中的反思写作探究[J]. 创新教育研究, 2023, 11(9): 2503-2510. https://doi.org/10.12677/CES.2023.119370

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