高中英语批判性阅读课探究
高中英语阅读教学中批判性思维的培养研究
高中英语阅读教学中批判性思维的培养研究摘要：近年来，批判新思维作为一种新兴的教学思维方式已经被教育界广泛关注。
但是，由于我国一直受应试教育所影响，批判性思维在我国教育行业并不受重视。
为了提高英语阅读教学的质量，各大高校也都开始培养学生的批判性思维，通过这种方式来提高学生的学习英语阅读学习能力和教师的教学质量。
本文将对如何在高中英语阅读教学中培养学生批判性思维进行简要分析。
关键词：高中英语阅读；批判性思维一、高中英语阅读教学的现状英语阅读作为英语教学的核心内容之一，对高中学生学习英语有很大的影响作用，它能直接决定学生的英语学习成果，在英语教学中占有很重要的地位。
但是，中国的英语教学一直都不容乐观，阅读教学也不例外。
在当今高中英语教学中，更多的是一种填鸭式的教学方式。
在课堂上，基本都是老师讲、学生听，老师占主导地位，学生被动的接受，这种教学方式严重阻碍了学生学习英语的道路。
另外，教师在讲课过程中没有合理借助多媒体等互联网工具，导致教学方式单一，教学课堂枯燥无味，学生没有兴趣参与到课堂的教学活动中去，造成学生没有机会发散自己的创新性思维，不利于学生的全面综合发展。
二、批判性思维的内涵批判性思维是以一种合理的、反思的、心灵开放的方式进行思考，从而能够清晰准确地表达、逻辑严谨地推理、合理地论证，以及培养思辨精神。
从古希腊到文艺复兴，到启蒙运动，到现代科学，杰出的批判性思维者，就是创造知识的人。
批判性思维强调求知中证据、逻辑的重要性，反对依靠权威和流行观点，要求能够区分理性和情感的观念。
三、高中英语阅读教学中培养学生批判性思维的措施（一）教师要转变传统的教学观念在我国传统的英语教学中，教师一直都处于主导地位，所有课堂几乎都以教师为中心，学生却成为了辅助。
在大多数教育工作者心中，他们认为教学主要是老师教，此次才是学生学，他们觉得只要老师教的好，学生就能学的好。
因此，在我国传统的教学课堂上，我们所能见到的景象几乎都是教师拿着课本讲的头头是道，学生在下面认真的听或者是做笔记。
批判性阅读在高中英语课堂中的应用
批判性阅读在高中英语课堂中的应用随着信息时代的快速发展，学生在高中阶段需要具备良好的批判性阅读能力，以能够独立思考、分析并评价所读内容的可信度和有效性。
因此，批判性阅读已经成为高中英语课堂中的一个重要话题。
本文将从如何培养学生批判性阅读能力和具体应用批判性阅读于高中英语课堂中的实践两方面进行探讨。
一、培养学生批判性阅读能力1.建立正确的阅读态度学生在阅读过程中要学会保持理性思考，不急于下结论，要广泛收集信息并分析事实依据。
教师可以通过讨论和解读范文等教学方法，引导学生形成正确的阅读态度。
2.注重学生的阅读背景知识学生对于阅读材料的理解和评价需要有一定的背景知识作为支持。
教师可以通过预习、课前讲解相关知识等方式，帮助学生建立起所需的背景知识体系。
3.培养学生的逻辑思维能力批判性阅读需要学生能够分析并评估文本中的逻辑关系。
教师可以通过导读的方式，引导学生灵活运用归纳、演绎、比较、分类等思维方法，培养学生的逻辑思维能力。
4.培养学生的批判性思维能力学生在阅读过程中要懂得质疑和思考，不盲从、不轻信。
教师可以设置思考题，引导学生思考阅读内容中的争议点、观点偏向等，从而培养学生的批判性思维能力。
二、具体应用批判性阅读于高中英语课堂中的实践1.选材设计选取具有争议性和热点话题的文章或素材，如社会热点、文化现象、科技进步等，让学生在阅读过程中产生思考和讨论的需求。
2.导读引导在阅读前，教师可以通过问问题、提供背景知识等方式，引导学生对阅读材料做一个初步的理解。
同时，教师还可以提供相关的笔记和注释，帮助学生更好地理解文本。
3.学生合作阅读鼓励学生在小组内完成阅读任务，并就文本中的问题和观点展开讨论。
这样不仅能够培养学生的批判性思维能力，还可以提高学生的合作意识和互动能力。
4.课堂讨论和辩论在课堂上进行相关话题的讨论和辩论活动，通过学生之间的观点交流，促进学生思维的碰撞和火花的迸发，并帮助学生更好地理解和评价所读内容。
高中英语教案：批判性思维与阅读理解
高中英语教案：批判性思维与阅读理解括号中的内容为主题：高中英语教案：批判性思维与阅读理解在高中英语教学中，培养学生的批判性思维能力是非常重要的。
而阅读理解作为英语学习的核心技能之一，也需要通过批判性思维来进行深度理解和分析。
本篇文章将从以下几个方面展开论述：什么是批判性思维；为何要培养高中生的批判性思维；如何结合阅读理解教学来促进学生的批判性思维发展。
首先，我们来了解一下什么是批判性思维。
简单说，批判性思维指的是对信息、观点或问题进行深入分析、评估和推断等认知过程。
它不同于表面上接受事物或观点，并加以记忆和复述，而更注重主动地质疑、探究并形成自己独立且有根据的看法。
这种能力可以帮助人们更好地应对各种挑战和问题，并做出明智决策。
那么，在高中英语教育领域里，为何要特别关注培养学生的批判性思维能力呢？首先，现代社会变化快速，信息爆炸式增长。
学生只有具备了批判性思维能力，才能更好地应对复杂多变的信息环境，在众多观点中寻找真实有效的知识。
其次，培养学生的批判性思维有助于提高他们的问题解决能力和创新意识。
在阅读理解中，通过深入分析文本、质疑作者观点、推测隐藏含义等一系列操作可以锻炼学生发散思维和逻辑推理能力。
那么如何结合阅读理解教学来促进学生的批判性思维发展呢？首先，在选择阅读材料时，可以选取一些引人深思并且涉及不同立场观点的文章。
这样可以激发学生主动思考与探索，并培养他们对事物多角度看待与分析问题的习惯。
其次，在教案设计上注重运用开放式问题进行讨论和互动,鼓励学生成为活跃参与者而非被动接受者。
例如，请他们对作者观点是否正确进行辩证评价，并给出自己的理由和证据。
另外，教师还可以引导学生进行对比阅读，将不同文章或观点进行对比分析，培养他们理解多元性和复杂性的能力。
此外，在教学过程中设置批判性思维训练环节也是非常重要的。
例如，在阅读后提供一系列问题和情境，并指导学生根据文本信息展开推论与评估。
这样可以锻炼学生运用逻辑思维、推断能力以及察觉并纠正错误偏见等技巧。
高中英语阅读教学中批判性阅读应用研究
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通过问题链培养高中生英语阅读批判性思维的设计研究
摘要作为一种特殊提问类型，问题链是一种极具有效性、逻辑性的系列问题的串联。
巧用问题链被证明是一种切实有效的批判性思维培养方式，有利于锻炼学生思维的灵活性、思辨性以及解决问题的能力,从而成为英语阅读教学的关注点。
这一技巧恰恰是大部分教师亟待改进的教学技能，更是新手老师面临的难题。
因此，本研究借助“基于设计的研究”这一新型教育学研究范式，在真实情境中，通过迭代分析、设计与实施的循环，来改进教育实践，使新手教师能够在这一过程中不断反思，突破问题链设计方面的瓶颈，提高自身的教学技能。
同时，通过基于文本的分析和基于主题语境的问题链设计与改进，达到提高学生批判性思维意识与能力的目的。
研究问题如下：1）被观察的常态阅读课中，教师使用问题链进行提问的状况如何？2）在英语教学中，教师如何基于文本分析和主题语境的问题链设计培养学生的思维能力？3）问题链的使用能否促成学生批判性思维的养成？在研究过程中，笔者以问题链相关理论作为理论支撑，采用观察法记录课堂提问，通过分析发现被观察教师在常态阅读课中没有使用问题链这一设计，且问题设置较为松散。
然后笔者依据布鲁姆教育目标分类法设计问题链，通过教师访谈与学生访谈的反馈进行自己的设计修改。
在不断的实践反思中，经过两轮的设计与改进，笔者完善了教学设计。
在教学实施过程中，笔者总结出，问题链的设计要基于文本分析，时刻注意问题与问题间的逻辑推进与难度递进。
预设问题链要结合课上实际情况进行即时调整，对学生加以引导，帮助其形成有效思维路径来解决问题，才能有效发展学生的批判性思维能力，达到预期的教学效果。
通过本研究，笔者的课堂提问技巧得以提升，反思能力得以锻炼，在实践加反思型的教师职业成长道路上迈进了一步。
关键词：基于设计的研究；高中英语；英语阅读教学；问题链；批判性思维AcknowledgmentsTime flies,my study life will soon come to an end.I want to show my gratitude to all the respected teachers and dear classmates who have helped me a lot.It was their help that encouraged me to overcome many difficulties and it is their guidance that led me to solve any question until my academic studies are successfully completed.Here I would like to express my sincere gratitude and high respect to my teachers.My dissertation was conducted and completed under the kind care and patient guidance of my supervisors Ms.Ma and professor Ji.I sincerely appreciate their instruction and support.Their broad horizon,rigorous academic attitude,and excellent working style have deeply inspired me.I also want to express my gratitude for the good learning and research environment the college established for us.Finally,I would like to thank my parents for their selfless love and tolerance during my studies,so that I can persist to the end and not give up!I sincerely wish everyone who cares for me happiness and health forever.Table of ContentsChapter1Introduction (1)1.1Research Background (1)1.2Research Purposes (3)1.3Research Significance (4)1.4The Structure of Thesis (5)Chapter2Literature Review (7)2.1Definition of Key Concepts (7)2.1.1Critical Thinking (7)2.1.2Question and Question Chain (8)2.1.3Design-Based Research (14)2.2Theoretical Basis of the study (16)2.2.1Socratic Method (16)2.2.2Bloom’s Taxonomy of Educational Objectives (17)2.2.3Zone of Proximal Development (18)2.2.4Constructivism in Education (19)2.3Previous Studies Abroad (20)2.3.1Related Studies on Critical Thinking (20)2.3.2Related Studies on Questioning to Cultivate Critical Thinking (21)2.3.3Related Studies on Critical Thinking and Question Design (22)2.4Previous Studies at Home (26)2.5Review of Domestic and Foreign Studies (28)Chapter3Research Design (29)3.1Research Questions (29)3.2Research Participants (29)3.3Research Methods (30)3.3.1Observation (30)3.3.2Semi-structured Interview (31)3.4Research Procedures (31)Chapter4The First Round of Design-based Research and Implementation.33 4.1Preparation for Instructional Designs (33)4.1.1The Analysis of Learners (33)4.1.2The Analysis of New Revised Textbook (33)4.2The Analysis of Teaching Materials in the First Round (35)4.3The Design of Teaching Objectives (37)4.4The Sample Design----Misadventures in English (38)4.4.1Instructional Design with the Application of Question Chain (38)4.4.2Problems Found in Teaching Practice and Reflections (41)4.4.3Evaluation and Reflection after Teaching Practice (45)4.4.4Modified Design of Question Chain (47)4.4.5Question Chain Interpretation (47)Chapter5The Second Round of Design-based Research and Implementation49 5.1The Analysis of Teaching Materials (49)5.2The Design of Teaching Objectives (50)5.3Instructional Design with the Application of Question Chain (51)5.3.1The Sample Design----Is Time for A Change? (51)5.3.2Problems Found in Teaching Practice (54)5.3.3Evaluation and Reflection after Teaching Practice (55)5.3.4Modified Question Design (56)5.3.5Question Chain Interpretation (57)5.4Analysis and Discussion of Observation and Interview Results (57)5.4.1Analysis and Discussion of Observation Results (57)5.4.2Analysis and Discussion of Interview Results (60)Chapter6Conclusion (64)6.1Major Findings (64)6.2Implications of the Study (66)6.3Limitation of the Study (68)6.4Suggestions for Future Researches (69)References (71)Appendix I Observation Scale (76)Appendix II Interview Protocol for Teacher (77)Appendix III Interview Protocol for Students (78)Chapter1IntroductionIn this chapter,the author will introduce the background,the purpose and significance of this research successively.At the end of this chapter,the structure of this thesis will be shown.1.1Research BackgroundIn1997,the Organization of Economic Cooperation and Development put forward a concept called“key competence”,then countries around the world have successively built their own model of core competence development.In China, with the in-depth reform of the new curriculum standards,the key competence research of various disciplines has been deepened.The key competence of the discipline is a concentrated expression of the value of the disciplinary education. It is the correct value,necessary character and key ability that students gradually form through the study of the discipline(Ministry of Education of the People's Republic of China2018).The key competence is also defined as the ability and quality of students to solve problems in school teaching according to the Ministry of Education(2014). It embodies the integration of knowledge and skills,emotions and values.It is the character and key ability that individuals must possess to adapt to the fast development of society.Under the guidance of document,the key competence of English is mainly reflected in four dimensions,namely,thinking quality,language competence,learning ability and cultural character.In this four-dimensionalmodel framework,the thinking quality covers the cultivation of students'abilities to analyze,judge,reason and rationally express.After proposing the concept of “key competence”,the Organization of Economic Cooperation and Development also proposed ten core skills of student development in the21st century,which are divided into four dimensions.The first dimension is the way of thinking,which states critical thinking as a very important skill.This is also an aspect that Chinese education tends to neglect.Chinese students are lack of this ability.The National English Curriculum Standards(2017Edition)also proposes to cultivate students' thinking quality and enhance their ability to analyze problems and solve problems so that they can observe and understand the world from a cross-cultural perspective(Ministry of Education2018).Therefore,how to guide students to obtain critical thinking ability in classroom teaching has attracted a group of teachers and researchers to explore continuously.As a medium for obtaining information,English reading is also an important way to cultivate critical thinking.Teachers use questioning strategies in English class to guide students to think progressively,which is conducive to the flexibility and speculation of students'thinking.As a special type of questions cluster,the question chain is a sequence of questions with great validity and logic. It can transform the teaching material into a certain system based on the teaching objectives and teaching content,combined with the students'existing knowledge or experience.A series of questions that are hierarchical,relatively independent and interrelated will provide students with an advanced path of thinking and guidestudents to think critically.Pei(2011)pointed out that when designing the question chain,the first question is the premise of the second question,and the second question is the ladder for the third one,which is followed step by step.The question chain aims to give the guiding role of teachers a full play,leading students to think step by step along the author's ideas and to deepen their understandings.At the same time,it could bring out students'subjective consciousness,stimulate their desire for knowledge and enable students to actively express themselves.A flexible use of question chain would enhance students'understanding ability and critical thinking ability on the basis of comprehension of the text.Therefore,the question chain is an effective“tool”for cultivating critical thinking.However,despite the promotion of quality-oriented education and students' thinking ability cultivation,many schools still stick to the"test-oriented"teaching mode.Teaching designs to cultivate critical thinking are mainly presented in exemplary classes but often overlooked in everyday teaching.Although many teachers have already noticed the use of"question chain"is beneficial to stimulate students'thinking,the current situation that few reading classes use the question chain as an effective means to support critical thinking leaves much to be desired. Therefore,this study will focus on the design of question chain in reading teaching to improve the awareness of students'critical thinking.1.2Research PurposesHow to effectively guide students to think critically in the English readingclass by designing a question chain based on text analysis and topic context is an important issue in this study.When the author was teaching and researching in a senior high school in Tianjin,she found that although the teachers focused on the cultivation of thinking quality in reading teaching,the questions based on text design were still relatively isolated.There was no connection between the questions and most of them were closed questions which mainly based on text itself.Therefore,this research hopes to break out the shell of design of question chain and improve the teaching skills of the author as a novice teacher.Through the question design based on text analysis and thematic context,the purpose of improving students'critical thinking consciousness is achieved.By the practice of designing question chains in reading class,the author would like to show possible examples for other teachers to do question design when dealing with similar types of texts.1.3Research SignificanceThis study intends to draw on the“Design-based Research(DBR)”in the field of education,which means that researchers first find problems in the actual teaching process,followed by reflecting on the problems so as to produce a sequence of new designs and solve the problems at last.By recording and analyzing the researcher's design and revising the question chain in English reading class,the researcher could fully absorb the relevant research theories and apply the theories to teaching practice,improving the researcher's own questionchain designing ability.Meanwhile,the solution can also provide other teachers who share the similar problems with possible implications and enlightenment.In addition,the author hopes that as an educator and researcher,the practice of DBR, a highly practical educational research paradigm,can help her to be a good practitioner who integrates teaching and researching by means of constant reflection.What’s more,this study is expected to incorporate the latest research results concerning question chain into the teaching process in order to come up with inspirations and suggestions that will help students in developing their critical thinking abilities in English reading teaching in the future.At the same time,the author hopes to apply the theories into practice in the research process,thus effectively improve instructional design capability through constant reflection in order to become an excellent reflective teacher.This study is based on the new revised textbook published by FLTRP for first grade students in senior high school, which could offer instructional design examples for teachers who are also exploring this new edition.1.4The Structure of ThesisThe whole thesis is logically structured as follows:Chapter one is the introduction of research background,research purposes and significance as well as thesis structure.Chapter two is literature review which involves definition of key concepts, theoretical basis of the research,previous studies at home and abroad and reviewof related studies.By summing up and sorting out relevant studies,the author determined the research direction.Chapter four and chapter five are two rounds of design-based research which are two instructional designs featuring question chain based on text analysis and student analysis.During the whole process of research,the author states her reflections and improvements as a novice teacher.Chapter six shows conclusions of the research including major findings, limitation,implications and suggestions for future studies.This chapter intends to inspire more efforts from English teachers to practice the question chain teaching model in order to promote students’critical thinking.Chapter2Literature ReviewIn this chapter,the author will introduce definition of key concepts, theoretical basis of the research,related studies at home and abroad in order to determine the questions to be studied in this research.2.1Definition of Key Concepts2.1.1Critical ThinkingAccording to Delphi Report,critical thinking can be defined as a purposeful, self-calibrating judgment that is interpreted,analyzed,evaluated,inferred,and explained in terms of evidence,concepts,methods,standards,or contexts upon which that judgment is based(Facione1990).Critical thinking is an indispensable inquiry tool.This definition also becomes the most authoritative definition of critical bining various definitions,we can find that critical thinking has many characteristics:analytical,comprehensive,problem identification and problem solving,inference,and evaluation(Angelo1995).Comprehensive research results from scholars can reach a basic consensus on critical thinking’s connotation,mainly including:as a thinking attitude,it features “remain objective and independent”;as a thinking ability,it features“pay attention to analysis,evaluation and judgment”.In short,critical thinking includes two aspects,namely,critical thinking attitude and critical thinking ability.Wikipedia defines critical thinking as the intellectually disciplined process of actively and skillfully conceptualizing,applying,analyzing,synthesizing,andevaluating information gathered from/or generated by observation,experience, reflection,reasoning,or communication,as a guide to belief and action.2.1.2Question and Question ChainWhat is a question?The definition given in the Collins Cobuild English-Chinese Dictionary is:A question is something that you say or write in order to ask a person about something.In studying the concept of a question, psychologists start from the internal components of the question to explore the structure and substance of the question.A question is generally composed of the following three elements:certain cognitive obstacles that lead to the failure to achieve the goal;the unanticipated status quo has not been resolved or the situation has emerged unexpectedly.According to these factors,psychology believes that the essence of the question is:the gap between reality and ideal-when a person's reality faces a gap from his ideal goal,the question exists when it is out of reach.There are many ways to classify questions.According to whether the answer to the question is single,the question can be simply divided into:“closed question”and“open question”.Some researchers call it"convergent question" and"divergent question".The second influential taxonomy is made according to the cognitive level of the question:the most famous one is the six-level classification method based on Bloom's revised taxonomy:remember,understand, apply,analyze,evaluate,and create.Some researchers have classified memorableand comprehensible questions as low-level questions;while applied,analytical, synthetical and evaluative questions as high-order questions.Another famous taxonomy is proposed based on ternary intelligent structure of Guilford.He divided questions into:cognition,memory,divergent thinking,convergent thinking,and evaluation(Chen2006).A question chain refers to a series of questions designed around a certain topic(Hu&Xun2012).The question chain we studied here is“driving question chain”,which refers to motivation and inspiration embedded in the questions. Questions in this form can motivate students to think and achieve the expected effect of each question.At the same time,the previous question can also promote the next one.Therefore,the so-called"driving question chain"is the core strategy of problem-solving teaching.Based on the knowledge of the teaching content and the students'existing knowledge,teachers prefabricate the questions that students will have difficulties or may produce during the learning process.The teachers carefully design the real driving questions,which should be logical and procedural.But it is a relatively independent issue.From the point of view of form,the "driving question chain"is one question after one question;from the point of view of content,it is a progressive layer of questions;from the perspective of objective, each question has a goal,and all objectives should be gradually completed.According to Wang(1995),the"driving question chain"is a series of progressive questions,each of which has a certain stimulus,and there is logicbetween the questions.The driving question chain can show the learning process of knowledge,reveal the thinking method of problem solving,and endow problem solving process the universal knowledge and methodological significance.When we transform the key and difficult knowledge in textbook into systematic and progressive classroom questions,and form a"chain"in a certain logical order,students are given a hard work to climb progressive knowledge and question ladder.Teachers can lead students to think and explore along the questions rolling forward.Therefore,the design of the"driving question chain" should be paid attention to the following aspects:1)clear the teaching objectives of this lesson,which is the basis for the design of the chain;2)the"question chain"designed should highlight the key points and difficulties of this lesson;3) the designed"question chain"should be motivating,and should be able to attract students'attention and interest when it appears;4)the order of questions should be in accordance with the order of subject knowledge,the logical order of problem solving and students'psychological development;5)the questions should not only help students construct knowledge,but also inspires students'thinking and cultivates their ability to solve problems.After the design of the question chain is completed,it should be examined from the perspective of cultivating students' critical literacy(Wang1995).So how to design an effective driving question chain?According to Wang (1995),before designing a driving question chain,teachers need to make a thorough and detailed analysis of the teaching content and the students'existingknowledge.The teaching content determines the objective of classroom teaching, and the students'existing knowledge determines the way or method to achieve the teaching objectives.When analyzing the students’existing cognition,the teacher's subjective judgment should be avoided and teachers must pay attention to some misunderstandings or inaccurate preconcepts in the students'understanding. Students'perceptions have changed and new understandings have been established.When designing a question,based on the ontology analysis of the question, the teacher should first determine whether the question is meaningful and scientific,and then clearly set the question statement,then determine whether the designed question is based on students’current level.After the analysis of the ontology is completed,it is necessary to conduct a teaching analysis based on real teaching environment.When generating the questions,teachers should pay attention to whether the chain is motivating,logical,procedural,and strategic.In a driving question chain, each question has its corresponding status and role,and the first question plays a vital driving role for the latter questions.The following three aspects need to be considered when designing and presenting the first question:1)Motivation.The beginning of the driving question chain directly affects students'interest;2) Inquiry.It can provide space for thinking and stimulate the development of critical thinking skills;3)Inspiration.It can offer enlightenments for students to answer follow-up questions and trigger students’thinking.In order to achieve betterteaching results,teachers need to design a proper situation based on the question chain.The"driving question chain"commonly used in the classroom is mainly the following,each with its own unique teaching function:situational question chain, inquiry question chain,diagnostic question chain,comparative question chain and delving question chain(Wang2010).This clarification first emerged in Chemistry teaching,but is also applicable to English teaching.The situational question chain is mainly used to introduce topics and lay the foundation for subsequent teaching process and research.It has attractiveness that can attract students'attention and make students have a strong thirst for knowledge.In order for all students to experience the process of presenting the principles and rules of the concepts,there must be an interest that can inspire them to learn.Dedicate design of the situation can make use of the old knowledge that students are familiar with,making the knowledge learned by the law of"zone of proximal development",which is easy to enter with prior knowledge,and guide students to reveal the connection between new and old knowledge by analogy, deduction,induction and so on.It can also be a familiar situation in real life,from which to discover connections related to new knowledge.The purpose of the situational question chain is to help students better learn new knowledge.A diagnostic question chain allows students to make mistakes.This is to protect their creative thinking and cultivate innovative thinking.By reflecting on the wrong thinking process and exploring the reasons for failure,students'self-judgment ability can be improved.The diagnostic question chain is designed around the student's mistakes.Some targeted questions are carefully designed so that the students can understand where they make mistakes.In the questioning process,teacher will help students truly understand knowledge and cultivate the right way of thinking.This kind of question chain is better for review class.The inquiry question chain is a question chain designed by teachers for students to explore questions independently and cultivate students'inquiry ability and innovative spirit.Inquiry question chains can motivate students to think positively,make bold inferences,achieve the goal of exercise of thinking, intelligence development and promoting students to continuously build their own knowledge structure.Inquiry question chains are regarded as"the core of capable teaching"because it is the cultivation of an effective way for students'scientific inquiry ability.The design of the question chain should also consider the comparability with existing knowledge.The question content in the chain should not be limited to a single knowledge in this lesson,but should also be compared with similar knowledge learned in the previous lesson to enrich students'knowledge network. So a comparative question chain is used to connect students with various kinds of knowledge.At the same time,a variety of different situations for students need to be created to help students with the application of intellectual skills by this kind of question chain.The delving question chain is based on the discipline system,the logicalrelationship between things and the general order of problem solving.It uses a forward or reverse thinking mode to ask a series of questions from shallow to deep to guide students'thinking to the depth and breadth of knowledge development.Basically,each lesson has its own knowledge difficulties.Teachers can divide the difficulties into a series of easy-to-difficult questions.Students could solve problems layer by layer and finally achieve a comprehensive and deep understanding of knowledge,and gradually develop the correct way of thinking.2.1.3Design-Based ResearchDesign-Based Research(DBR)is an emerging paradigm developed by scientists and educational research communities to better understand how people learn.It is transformed from Design Experiment innovated by Ann Brown and Allan Collins in1992(Wang2008).Research scholars put forward their own unique views in the study of the basic questions about"learning"and"teaching", especially what are the goals of education and the nature of knowledge.Design is considered to be the natural attribute of education and a mark of education(Wang 2008).In design-based research,the design process is clearly seen as an opportunity for researchers to have a deeper understanding of teaching,learning, and education system.Design is recognized as an important way of research by virtue of its own capabilities(Edelson2002).Its basic characteristics are: theoretical orientation,pragmatic orientation,interventionist orientation,process orientation and iterative cational design is the process of applyinggeneral education theories to specific educational practices,including two aspects: the design of macro education(studies on the scale,speed,layout of education development,and the overall purpose of education,the overall planning and concept of the management system)and the design of micro education(the design of the educational process).In design-based research,design is purposeful and creative.Problem solving itself is a creative application of various theories; designers or researchers can make designs with changes in the environment and feedback from practice.Timely modifications made through creative design, implementation,adjustment,and iterative cycles will make the original design optimized and promoted to a richer context(Liang2006).DBR is an educational research strategy that has a systematic structure without losing flexibility in operation.The procedure of using DBR to conduct educational research is as follows:researchers and practitioners first find real life problems,then extract useful content from existing educational theories that can effectively solve the current specific problem through the following steps as: repeated design and implementation,repeated analysis,development and implementation,finally to achieve the purpose of solving problems and improving educational practices.At the same time,in the process of research,we pay attention to the generation of design principles and learning theories,and develop theories in the process of solving practical problems.Compared with traditional educational research methods,DBR has obvious characteristics such as"problem-oriented","theoretical support","design-focused","process-focused","iterative cycle"and"flexible methods".“Problem-oriented”means DBR focuses on the complex and representative problems in teaching.It treats the real educational situation as a laboratory and designs a learning environment to promote teaching and learning.It is targeted and contextual.“Theoretical support”indicates that DBR needs educational theories as support and it could also produce or improve current existed theories.During the process of design and modifications,the educational product will be constantly improved.“Iterative cycle”shows that DBR promotes educational practice through repetitive analysis,design,development,and implementation and produces design principles and theories for real situations,which illustrates that design-based research is a dual development of theory and practice(Zhang&Liu2007).For a DBR,both quantitative and qualitative could be employed,or separately used depending on the purpose of research.As for timescales,Lemke(2000)points out that there is no specific methodological unity ranging from seconds and days to years and decades.2.2Theoretical Basis of the study2.2.1Socratic Method"Socratic Method"is a kind of probing questioning method advocated by the ancient Greek philosopher and educator Socrates.According to Du(2005), through Socrates’questioning,people are asked to clarify the purpose of their thinking or research,distinguish between relevant and irrelevant information,test。
高中英语批判性阅读教学策略
高中英语批判性阅读教学策略浅论摘要：批判性阅读是一种深层次的阅读，通过批判性阅读能实现对阅读材料的深刻理解，从而提高学生的阅读理解能力。
本文介绍了批判性阅读的内涵及几种常用的、操作性强的批判性阅读教学策略。
关键词：高中英语教学批判性阅读阅读理解能力教学策略一、引言21世纪是“知识信息爆炸”时代，各种信息充斥媒体和书籍，良莠不齐。
面对纷繁复杂的信息，读者是照单全收，还是全盘否定，抑或半信半疑呢？对此，不能“跟着感觉走”。
读者只有具备拨云见日的批判眼光和能力，才不会被假象迷惑。
这种能力就是我们所说的批判性阅读能力，这种阅读活动即批判性阅读。
对于高中生来说，高中阶段是学生生理和心理发展的黄金阶段，是人生观和世界观形成的重要时期。
从高中阶段起培养学生的批判性阅读能力是可行的且是必需的。
高中英语课程标准中也提到要加强批判性思维能力的培养。
国内外学者认为批判性思维的培养途径有三条，即专门设置批判性思维的课程、与所教学科相结合和设置隐性课程（罗清旭）。
批判性阅读就是在阅读教学中培养批判性思维的重要途径。
二、批判性阅读的涵义批判性阅读是指“对文本的高层次理解，它包括释义和评价的技能，可以使读者分辨重要和非重要的信息，把事实和观点区分开，并且确定作者的目的和语气。
同时，要通过推理推导出言外之意，填补信息上的空白部分，得出符合逻辑的结论”（pirozzi 2003：325）。
传统的英语阅读教学模式只注重对文本本身的理解。
教师在授课时先讲单词的涵义，再翻译句子，最后讲解文章大意。
学生学了一篇文章，只记住了一些单词的用法和一些重要的语法知识点，了解了文章大意，除此之外，别无所获。
这是为什么学生的阅读理解能力无法提高的根本原因。
批判性阅读并不仅仅停留于此。
在学生了解文章大意的基础上，教师要引导学生做深入的分析。
分析文章中列举了哪些事实和观点？这些事实足以支撑这些观点吗？这些观点是无懈可击呢，还是有不完善的地方，甚或是很偏激？怎样加以改正呢？怎样对作者的观点加以评价呢？评价的标准客观吗？最后学生可以在评价的基础上通过文字或口头表达发表自己的观点和态度：是接受还是反对，是全部接受还是部分接受，并说明理由。
高中英语阅读教学中学生批判性思维培养探究
高中英语阅读教学中学生批判性思维培养探究◆李显忠（山东省聊城第四中学）【摘要】批判性阅读能够培养科学的思维方式，符合新课标对学生的思维要求，在高中英语教学中具有重要意义。
介绍了批判性思维的内容及其在高中英语阅读教学中的应用价值，最后提出了批判性思维在高中英语阅读教学中的策略，旨在以批判性思维促进高中英语阅读教学的进行。
【关键词】批判性思维高中英语英语阅读批判性阅读在现代大量的信息社会中，如何对信息进行读取与甄选已经成为了现代社会重要的能力之一。
批判性思维注重在对信息进行综合读取的基础上提出自己独到性的见解，这一思维方式与新课标对学生的要求不谋而合，在高中英语阅读教学中具有重要的应用价值空间。
一、批判性思维方式概述批判性思维方式说法的提出由来已久，中西方古代学者已经能够用批判性的思维方式辩证地看待学术著作与生活中的问题。
近代以来的学者们针对批判性思维方式提出了自己的看法主张。
２０世纪初，美国著名教育学者杜威提出批判性思维就是反省性思维；马修·李普曼提出批判性思维是在基于事实基础之上的一种可靠性与熟练的思维方式；查理德·保罗提出批判性思维就是充分尊重自己的思维结果，具有元认知的性质。
批判性思维的运用并不是对于信息的全面综合否定，而是在批判的同时充分尊重他人的话语权与观点态度，在此基础之上提出自己的观点与决策从而在生活中进行合理运用。
二、批判性思维在高中英语中的应用价值分析在目前电子移动设备与互联网技术快速发展的背景下，人们接收信息的渠道变得更加多样化与便捷，信息内容也向着快餐化与多样化的方向上发展。
因此如何对这大量的信息进行甄选就成为了现代社会中的重要技能之一。
批判性思维方式并不是直接告诉人们做什么，如何做以及什么时候做，而是对人们思维方式的一种有效优化进而拓宽人们的行为方式，对人们思维的训练与工作学习的发展起着重要的促进作用。
在现代社会中充斥大量不同的价值观，对于人们的思想行为起着重要的影响作用，在对于不同价值观的选取上批判性思维发挥着重要的作用。
高中英语阅读教学中批判性思维培养的探究
高中英语阅读教学中批判性思维培养的探究高中英语阅读教学的目标是培养学生的语言运用能力和阅读能力。
仅仅追求语言的表达和阅读的理解是不够的，学生还需要培养批判性思维能力。
批判性思维是指对信息进行分析、评估和判断的能力，是人们判断和决策的关键能力。
在当今社会，信息爆炸，学生需要具备辨别信息真伪、思考问题的能力，批判性思维能力对学生的发展至关重要。
通过教学活动培养学生的批判性思维能力。
教师可以设计一些具有争议性的话题，引导学生思考和讨论。
针对文章中的观点或论述，教师可以引导学生分析论据、辩证观点、评估论证的合理性等。
通过这样的活动，学生可以锻炼分析问题的能力，培养独立思考和客观评价的能力。
教师可以在教学中使用问题解决和创新设计。
教师可以给学生提供一个问题，要求他们进行研究和解答。
在解决问题的过程中，学生需要分析问题、整理信息、提出解决方案，并最终判断方案的可行性。
通过这样的教学设计，学生不仅可以培养批判性思维能力，还可以培养解决问题的能力和创新思维。
教师可以引导学生分析和评价不同文本之间的逻辑关系。
教师可以给学生两篇相互矛盾的文章，要求他们分析两篇文章的论据和证据，评估其可信度，并给出自己的观点和解释。
通过这样的分析和评价，学生可以培养批判性思维和逻辑思维能力。
教师还可以组织学生进行辩论和讨论活动。
辩论和讨论活动可以提高学生的思辨能力和口头表达能力。
在辩论和讨论的过程中，学生需要提出自己的观点、寻找支持自己观点的证据、反驳对方观点并给出合理的解释。
通过这样的活动，学生不仅可以培养批判性思维能力，还可以培养团队合作和沟通交流的能力。
高中英语阅读教学中的批判性思维培养是非常重要的。
通过教学活动、问题解决和创新设计、逻辑关系分析和辩论讨论等形式，可以培养学生的批判性思维能力，提高他们的思辨能力和判断能力。
这样的培养不仅有助于学生在阅读理解中取得优异的成绩，还能帮助他们更好地适应现代社会的发展需求。
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高中英语批判性阅读课探究发表时间：2018-02-26T13:59:48.313Z 来源：《中学课程辅导●教学研究》2017年10月下作者：黄彦林[导读] 本文以一次公开课为例, 阐述如何将交流互动模型与批判性思维能力的培养结合。
——以一次公开课为例黄彦林摘要：人类有三种阅读模型：自下而上，自上而下和交流互动模型。
《英语课程标准》强调高中英语教学应注重批判性思维能力的培养。
批判性阅读课的关键在于，基于文本理解基础上的交流探讨，对文章和作者形成自己的观点和看法。
本文以一次公开课为例, 阐述如何将交流互动模型与批判性思维能力的培养结合。
关键词：阅读教学；批判性思维；高中英语一、批判性阅读课设计思路及过程描述阅读材料是批判性阅读课的重要一环，并不是所有的阅读材料都适用批判性阅读的训练。
本次课采用的是人教版英语7(选修)The Innuit Legend of Sedna the Sea Goddess。
这篇文章是对 Unit 3, Book 7 主题的一个拓展阅读。
它是一个传奇故事，展现古代人民对自然的敬畏以及父辈与孩子沟通的重要性。
故事中父亲的角色可有多种解读，情节的发展也比较曲折，因此，学生会有意愿与文本互动，利用已有的背景知识，对文本进行解构与解读。
此外，该故事结构清晰，用词到位，句式优美，可用于阅读策略的训练。
本节课针对的是高二下学期的学生。
他们已有一定词汇以及阅读策略方面的积累与训练，但在小组合作，交流探索方面仍有提升空间。
因此，本节课首先让学生明白传奇故事是什么，激发他们的背景知识图式。
而后以问题为引导，让学生猜测文中人物间的关系与结果，并通过阅读印证假设。
有了输入，还要有输出。
笔者在输出活动中让学生以小组为单位绘制思维导图, 目的是让每位学生都能理解故事，并且激发学生以思维导图，构建知识，复述故事。
笔者在学生分组复述故事后，引领他们理解故事的基本结构：背景，发展，高潮，结尾(寓意)。
至此，笔者已引导学生进行阅读的扫读、寻读、理解代词指代策略的训练。
教学过程描述：1.教师与学生自由对话，在对话中导入交流与传奇话题。
2.让学生带着问题第一次读文本，初步了解人物、关系及情节。
而后，小组合作回答细节问题，帮助学生进一步理解文本。
3.小组合作完成思维导图，并以组为单位复述故事。
以下是小组复述故事的重现：T: This is a mind map describing the beginning of the story. Follow this and work with your peers to draw your mind maps. Each group is responsible for one paragraph.…S: First of all, this is an island they came to. Sedna found what the island had was grass and seaweeds and animal feathers. After the hunter put off his fur, Sedna found that the hunter isn’t a real man. He is a bird man. But Sedna has no choice.T: Thank you very much! Group 2, please get ready!S: The first picture is describing that Sedna is crying for help, because she found that her husband is a bird man. She never becomes used to the bird man and she cried for her father’s name. The second picture describes her father heard her calling and he begins to feel guilty. He says sorry for that. I will come to save you. He got into his canoe and paddled for days. This is the canoe. He is trying to save his daughter. His daughter was standing on a stone, and looking to find if her father will save her. And she very misses him.I am waiting for you. The last picture, her father picks up her daughter and they come home. This is a happy ending.T: Thank you very much! Let’s invite group 5. Who’s your representative? S: One day the bird man went out to catch his food. He caught some fishes back. When he came back to the island, he found that her wife has disappointed (disappeared). He then immediately went out in search of her. Then he found that his wife and his father began to escape from the island. The bird man is very angry, so he told his father to send Sedna back but he refused. So finally he was so angry that he flapped his wings and made huge waves.T: Then, what happened next? They were really scared, right? So are you ready to know the ending of this story? Let’s invite group 6.S: Sedna’s was so frightened that he forced Sedna to leave him. Sedna hanged onto the canoe so her father cut off her fingers. As the fingers sank to the bottom of the ocean, they became large sea animals. Sedna lifted up and became goddess of the sea. That’s the ending.批判性阅读课的关键在于，基于文本理解基础上的交流探讨。
因此，笔者在进行小组合作绘制思维导图前，先让学生带着问题，独立阅读，与文本互动，充分激发他们的背景知识图式，解读文本。
绘制思维导图调动学生通过自己的方式, 解构文本，再以此为基础向他人解读文本。
这样可确认大部分学生对文本有基本的理解。
5.总结与作业课的最后，笔者布置了一个写作任务如下：日常生活中，因为缺乏沟通，我们对父母可能有误解。
请写一封信给父母，包含以下要点：(1)你误解父母的一件事情。
(2)为什么会误解。
(3)你希望获得父母的谅解。
因此，批判性阅读课不仅仅要调动学生与文本互动，与他人互动，形成自己的观点看法，还需要教师适时引导，让交流讨论往切合材料主题的方向走，这样，学生获得的输入才能更好促进输出。
二、教学反思笔者在本次批判阅读课中有许多收获，但也存在不足。
阅读课应该关注阅读的过程，但不能忽视词汇的准备。
在课前导入时应适当对故事中核心的词汇作一些梳理，并且在阅读后的反馈中反复复现词汇。
所以，笔者认为，批判阅读课在材料的选择方面，应最大程度上降低学生信息沟，文中70-80%的单词应为大部分学生熟悉的词汇，或者在课前让学生预习词汇。
批判性阅读课关键在于互动与思考。
笔者本次从文本的扫读寻读，到文本的解构再到文本的深层理解与探讨，能够调动一部分程度较为好的学生，但一些稍弱的学生在活动中的参与程度有限。
所以，笔者反思，在难度较低的任务中，如一开始的寻找人物及关系任务，应多调动那部分稍弱的学生, 给他们思考输出的机会。
在任务完成的评价方面，笔者遵循言之成理的原则，只要学生有理有据，便予以鼓励，但是，笔者认为在鼓励学生积极思考方面，还可以多下功夫，亟待从形成性与综合性方面思考。
本次课的亮点在于以小组合作, 绘制思维导图的任务设计，体现了思维型和开放性，让学生积极思考，真正参与到课堂中。
在未来批判阅读课的设计中，笔者认为有几点可以思考：1.如何让学生真正参与到课堂中，激发学生的阅读兴趣。
本篇传奇故事讲述人与人，人与自然的关系，这与学生的生活实际密切相关，但又耐人寻味。
2. 活动与问题设置的层次性与科学性。
本次课的活动与问题设置针对传奇故事这一主题展开，以文本理解为前提，层层递进，让学生有比较清楚明晰的认识。
未来的研究方向可针对不同的文体开展探讨，如说明文，议论文等。
(作者单位：广东省翠园中学 518003)。