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The Effect of Critical Thinking Embedded English Course Design to The Improvement of Critical Thinking Skills of Secondary School Learners✰
Thinking Skills and Creativity ( IF 3.652 ) Pub Date : 2021-07-26 , DOI: 10.1016/j.tsc.2021.100910
Hatice Kübra Bağ 1 , Esim Gürsoy 2
Affiliation  

Evolving trends of 21st century require the continuous development of individuals to become competent in using the skills of era effectively. Critical thinking (CT) is one of the basic skills of the century for the intellectual development of individuals to sustain global welfare. Infusion of CT into the subject matter content is one of many efforts for the training of individuals to think critically. Thus the derive for this study was the possibility of CT training in a secondary school context with elementary level of EFL learners. Having concurrent embedded mixed method research design; this study used various data collection methods. Quantitative data was gathered through a CT skills scale conducted as pretest and posttest. The structured interview was the qualitative tool to gather the opinions of the participants about the CT embedded English learning process. The results showed that the treatment group statistically outperformed the control group in the development of CT skills. Qualitative data indicated that the treatment was effective for the improvement of both language and CT skills. Moreover, the instruction process was motivating for the learners due to its meaningful, fun, authentic and supportive nature. The results have implications for EFL teachers that the full integration of CT to the English course objectives, language learning activities, assignments, assessment and teacher attitude is possible and supportive for the improvement of low-proficiency secondary school EFL learners as qualified thinkers in the target language.



中文翻译:

批判性思维嵌入式英语课程设计对提高中学生批判性思维能力的影响✰

21世纪的发展趋势要求个人不断发展,才能有效地运用时代的技能。批判性思维 (CT) 是本世纪个人智力发展以维持全球福利的基本技能之一。将 CT 注入主题内容是训练个人批判性思考的众多努力之一。因此,本研究的推论是在具有初级 EFL 学习者的中学环境中进行 CT 培训的可能性。具有并行嵌入式混合方法研究设计;这项研究使用了各种数据收集方法。通过作为前测和后测进行的 CT 技能量表收集定量数据。结构化访谈是收集参与者对 CT 嵌入式英语学习过程意见的定性工具。结果显示,治疗组在CT技能发展方面的统计优于对照组。定性数据表明,该治疗对提高语言和 CT 技能均有效。此外,教学过程因其有意义、有趣、真实和支持的性质而激励学习者。结果对 EFL 教师具有启示意义,即可以将 CT 完全融入英语课程目标、语言学习活动、作业、评估和教师态度,并支持将低熟练度的中学 EFL 学习者提高为目标中的合格思考者语。结果表明,治疗组在CT技能发展方面的统计优于对照组。定性数据表明,该治疗对提高语言和 CT 技能均有效。此外,教学过程因其有意义、有趣、真实和支持的性质而激励学习者。结果对 EFL 教师具有启示意义,即可以将 CT 完全融入英语课程目标、语言学习活动、作业、评估和教师态度,并支持将低熟练度的中学 EFL 学习者提高为目标中的合格思考者语。结果表明,治疗组在CT技能发展方面的统计优于对照组。定性数据表明,该治疗对提高语言和 CT 技能均有效。此外,教学过程因其有意义、有趣、真实和支持的性质而激励学习者。结果对 EFL 教师具有启示意义,即可以将 CT 完全融入英语课程目标、语言学习活动、作业、评估和教师态度,并支持将低熟练度的中学 EFL 学习者提高为目标中的合格思考者语。定性数据表明,该治疗对提高语言和 CT 技能均有效。此外,教学过程因其有意义、有趣、真实和支持的性质而激励学习者。结果对 EFL 教师具有启示意义,即可以将 CT 完全融入英语课程目标、语言学习活动、作业、评估和教师态度,并支持将低熟练度的中学 EFL 学习者提高为目标中的合格思考者语。定性数据表明,该治疗对提高语言和 CT 技能均有效。此外,教学过程因其有意义、有趣、真实和支持的性质而激励学习者。结果对 EFL 教师具有启示意义,即可以将 CT 完全融入英语课程目标、语言学习活动、作业、评估和教师态度,并支持将低熟练度的中学 EFL 学习者提高为目标中的合格思考者语。

更新日期:2021-07-30
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