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论文作者:留学生论文论文属性:硕士毕业论文 dissertation登出时间:2023-04-07编辑:vicky点击率:1307
论文字数:52122论文编号:org202304031353437788语种:英语 English地区:中国价格:$ 44
关键词:英语阅读论文范文
摘要:本文是一篇英语阅读论文,本研究旨在将深度阅读与批判性思维的发展结合在实践教学中,构建英语深度阅读教学模式,并探索其在英语教学中的有效性。
CHAPTER TWO LITERATURE REVIEW
2.1 Deep Reading
2.1.1 Definition of Deep Reading
The concept of deep reading originates from the development of deep learning. Deep learning was put forward in the middle of the 20th century. And the research on it can be mainly divided into two parts: deep learning in machine learning and deep learning in pedagogy. The former first proposed this concept. However, this thesis focuses on the development and application of deep learning in English teaching.
As early as the middle of the 20th century, Marton and Saljo (1976) jointly published an article in which they mentioned the two concepts of surface learning and deep learning, pointing out that the type of learning evaluation and the level of questioning would affect the learning experience and information processing process of students, since then they opened the research road of deep learning.
In 2005, Li and He in China paved the way for local deep learning research. They spread pertinent ideas throughout China and clarified what deep learning meant (Wang, 2017). Deep learning is characterized by Bloom’s taxonomy as: the ability of learners to critically study new ideas and facts, integrate them into the original cognitive structure, connect numerous ideas, transfer existing knowledge to novel contexts, make judgments, and solve problems. (Li & He, 2005). To further understand deep learning, Li and he summarized the differences between deep learning and surface learning, and compared their characteristics in Table 2-1.
2.2 Critical Thinking (CT)
2.2.1 Definition of Critical Thinking
The origin of critical thinking is not very clear. Foreign scholars generally believe that critical thinking originated from ancient Greek, which is interpreted as “standard-based discerning judgment”. The ancient Greek wise Socrates’ “midwifery” technique is regarded as the prototype of critical thinking. In the repeated question and answer, he pointed out the omissions of the other’s answer or led to counterexamples that drew people’s thoughts, thus opening up a critical thinking mode.
To further clarify the definition of critical thinking, the American Philosophical Association (APA) commissioned an international expert group on critical thinking led by Facione (1990) to conduct cooperative research. The Delphi Report which was published in 1990 pointed out that “critical thinking is a purposeful judgment through self-calibration”. The definition emphasized the purpose of critical thinking and its characteristics of self-management. The report also detailed various cognitive skills and affective dispositions contained in critical thinking, which mentions: “It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society”. According to the explanation in the report, both critical thinking skills and critical thinking dispositions are important components of critical thinking.
CHAPTER THREE RESEARCH DESIGN............................ 27
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