《英語寫作任務類型與大學生批判性思維能力培養》是2012年經濟科學出版社出版的圖書，作者是田丹。
基本介紹
- 書名：英語寫作任務類型與大學生批判性思維能力培養
- 作者：田丹
- ISBN：9787514124187
- 頁數：209
- 定價：45.00元
- 出版社：經濟科學出版社
- 出版時間：2012-9
編輯推薦,作者簡介,圖書目錄,
編輯推薦
《英語寫作任務類型與大學生批判性思維能力培養(英文版)》由田丹著：This study follows the essential steps of action research on the basis of College English writing teaching. The researcher discovered some problems in her own teaching practice, made some reforms, put reformed learning tasks as well as teaching approaches into practice and reflected upon the implemen-tation and effectiveness. Text analysis, questionnaires and interviews are employed for repeated " action-reflection-action" and constant improvement. In the course of three-round action research, various writing tasks and teaching approaches and corresponding assessment methods are designed to aim at the cultivation of language proficiency and critical thinking skills, such as inference, reasoning, classification, analysis and self-validation.
作者簡介
田丹，漢族，1978年9月出生，貴州省貴陽市人。2000年畢業於貴州師範大學英語系，獲文學學士；2006年畢業於大連海事大學，獲外國語言學及套用語言學碩士學位；2012年獲上海外國語大學英語語言文學博士。現任教於南昌大學外國語學院，研究方向為語言哲學、二語習得。
圖書目錄
Chapter 1 Introduction
1.1 Research Purpose
1.2 Research Questions
1.3 Research Methodology
1.4 Significance of the Study
1.5 Outline of the Book
Chapter 2 Literature Review
2.1 Critical Thinking
2.1.1 Definition of Critical Thinking
2.1.2 Critical Thinking Skills
2.1.3 Critical Thinking in Education
2.1.4 Studies on Critical Thinking Home and Abroad
2.2 Writing Tasks
2.2.1 Types of Writing Tasks
2.2.2 Task-based Writing Pedagogy
2.3 Action Research
2.3.1 A Historical Overview of Action Research
2.3.2 Definition of Action Research
2.3.3 Classification of Action Research
2.3.4 Characteristics of Action Research
Chapter 3 Teachers' Perception towards Critical Thinking and Students' Performance in EFL Writing
3.1 College English Teachers' Perception towards Critical Thinking
3.1.1 Participants
3.1.2 Instruments
3.1.3 Results and Findings
3.2 Assessment of Critical Thinking Abilities in EFL Writing
3.2.1 Setting and Participants
3.2.2 Instrument
3.2.3 Inter-rater Reliability
3.2.4 Research Procedure
3.2.5 Results and Discussion
Chapter 4 The First Round of Action Research
4.1 Research Purposes
4.2 Planning
4.2.1 Transfer from Product Writing to Process Writing
4.2.2 Teachers' Written Feedback Focused on Writing Content
4.2.3 Teachers' Feedback in the form of Socratic Questioning
4.3 Action
4.4 Observation
4.4.1 Obvious Achievements in Evaluation and Explanation
4.4.2 Arising Problems
4.5 Reflection
4.5.1 Teachers' Feedback in the form of Questions
4.5.2 Teachers' Feedback on the Content of Writing
4.5.3 Learners' Writing Interest
4.5.4 Writing Based on Topic Tasks
Chapter 5 The Second Round of Action Research
5.1 Research Purposes
5.2 Planning
5.2.1 Integrating Reading Activities into Writing
5.2.2 Writing Based on the Picture Task
5.2.3 Brainstorming
5.2.4 Peer Feedback
5.3 Action
5.3.1 Pre-Writing Stage
5.3.2 Writing and Revising Stages
5.4 Observation
5.4.1 Interpretation
5.4.2 Analysis
5.4.3 Evaluation
5.4.4 Inference
5.4.5 Explanation
5.4.6 Self-Regulation
5.4.7 Arising Problems
5.5 Reflection
5.5.1 Peer Feedback
5.5.2 Process-Oriented Writing and Self-Regulation
5.5.3 Interest in Writing Tasks
Chapter 6 The Third Round of Action Research
6.1 Research Purposes
6.2 Planning
6.2.1 Construetivism and Writing Tasks
6.2.2 Task Complexity and Task Difficulty
6.2.3 Learning with High Motivation
6.2.4 Self-Evaluation
6.3 Action
6.3.1 The First Stage
6.3.2 The Second Stage
6.3.3 The Third Stage
6.4 Observation
6.4.1 Interpretation and Analysis
6.4.2 Evaluation
6.4.3 Inference
6.4.4 Explanation
6.4.5 Self-Regulation
6.5 Reflection
6.5.1 Exploring-Typed Writing Tasks
6.5.2 Self-Assessment
Chapter 7 Conclusion and Implication
7.1 Conclusion
7.1.1 EFL Writing and Critical Thinking
7.1.2 Writing Task Types and Critical Thinking
7.1.3 Various Teaching Approaches and Critical Thinking
7.1.4 Writing Task Types and Learners' Enthusiasm
7.2 Implications
7.2.1 Implications for the National College English Education System
7.2.2 Implications for English Teachers
7.2.3 Implications for Chinese College Students
7.3 Limitation
7.4 Further Research
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Bibliography
POSTSCRIPT
1.1 Research Purpose
1.2 Research Questions
1.3 Research Methodology
1.4 Significance of the Study
1.5 Outline of the Book
Chapter 2 Literature Review
2.1 Critical Thinking
2.1.1 Definition of Critical Thinking
2.1.2 Critical Thinking Skills
2.1.3 Critical Thinking in Education
2.1.4 Studies on Critical Thinking Home and Abroad
2.2 Writing Tasks
2.2.1 Types of Writing Tasks
2.2.2 Task-based Writing Pedagogy
2.3 Action Research
2.3.1 A Historical Overview of Action Research
2.3.2 Definition of Action Research
2.3.3 Classification of Action Research
2.3.4 Characteristics of Action Research
Chapter 3 Teachers' Perception towards Critical Thinking and Students' Performance in EFL Writing
3.1 College English Teachers' Perception towards Critical Thinking
3.1.1 Participants
3.1.2 Instruments
3.1.3 Results and Findings
3.2 Assessment of Critical Thinking Abilities in EFL Writing
3.2.1 Setting and Participants
3.2.2 Instrument
3.2.3 Inter-rater Reliability
3.2.4 Research Procedure
3.2.5 Results and Discussion
Chapter 4 The First Round of Action Research
4.1 Research Purposes
4.2 Planning
4.2.1 Transfer from Product Writing to Process Writing
4.2.2 Teachers' Written Feedback Focused on Writing Content
4.2.3 Teachers' Feedback in the form of Socratic Questioning
4.3 Action
4.4 Observation
4.4.1 Obvious Achievements in Evaluation and Explanation
4.4.2 Arising Problems
4.5 Reflection
4.5.1 Teachers' Feedback in the form of Questions
4.5.2 Teachers' Feedback on the Content of Writing
4.5.3 Learners' Writing Interest
4.5.4 Writing Based on Topic Tasks
Chapter 5 The Second Round of Action Research
5.1 Research Purposes
5.2 Planning
5.2.1 Integrating Reading Activities into Writing
5.2.2 Writing Based on the Picture Task
5.2.3 Brainstorming
5.2.4 Peer Feedback
5.3 Action
5.3.1 Pre-Writing Stage
5.3.2 Writing and Revising Stages
5.4 Observation
5.4.1 Interpretation
5.4.2 Analysis
5.4.3 Evaluation
5.4.4 Inference
5.4.5 Explanation
5.4.6 Self-Regulation
5.4.7 Arising Problems
5.5 Reflection
5.5.1 Peer Feedback
5.5.2 Process-Oriented Writing and Self-Regulation
5.5.3 Interest in Writing Tasks
Chapter 6 The Third Round of Action Research
6.1 Research Purposes
6.2 Planning
6.2.1 Construetivism and Writing Tasks
6.2.2 Task Complexity and Task Difficulty
6.2.3 Learning with High Motivation
6.2.4 Self-Evaluation
6.3 Action
6.3.1 The First Stage
6.3.2 The Second Stage
6.3.3 The Third Stage
6.4 Observation
6.4.1 Interpretation and Analysis
6.4.2 Evaluation
6.4.3 Inference
6.4.4 Explanation
6.4.5 Self-Regulation
6.5 Reflection
6.5.1 Exploring-Typed Writing Tasks
6.5.2 Self-Assessment
Chapter 7 Conclusion and Implication
7.1 Conclusion
7.1.1 EFL Writing and Critical Thinking
7.1.2 Writing Task Types and Critical Thinking
7.1.3 Various Teaching Approaches and Critical Thinking
7.1.4 Writing Task Types and Learners' Enthusiasm
7.2 Implications
7.2.1 Implications for the National College English Education System
7.2.2 Implications for English Teachers
7.2.3 Implications for Chinese College Students
7.3 Limitation
7.4 Further Research
Appendix Ⅰ
Appendix Ⅱ
Appendix Ⅲ
Appendix Ⅳ
Appendix Ⅴ
Appendix Ⅵ
Bibliography
POSTSCRIPT
