思辨应用于独立学院大学英语写作教学研究

On Application of Critical Thinking in Teaching English Writing in Independent Colleges

论文旨在将思辨训练应用于独立学院非英专学生的写作教学,探讨思辨能力如何影响英语学习者的写作能力。研究方法是对样本独立学院的非英专一年级两个班(实验班和常规班)分别进行为期16周的引入思辨训练的实验写作教学和没有引入思辨训练的常规写作教学,实证研究其教学效果的差异。研究结果表明:第一,实验班学生的论说文、说明文、记叙文的学期末成绩与学期初成绩相比均有明显提高,存在显著差异;第二,常规班学生的论说文、说明文、记叙文的学期末成绩与学期初成绩相比均有提高,但不存在显著差异;第三,思辨能力的训练在提高学生论说文、说明文、记叙文写作水平上均有明显效果,实验班的写作教学更具优势。

By comparing the teaching results of the tentative and conventional classes, this study is to apply critical thinking to teaching non-English majors how to write English compositions well and find out how can critical thinking affect the enhancement of writing skills. In the tentative class, a 16-week tentative teaching approach is adopted, while the conven- tional class follows the traditional way of teaching. The two classes＇ students＇ scores at the beginning and end of the semester are compared respectively. Also, the results from the ten- tative and conventional classes are compared and they demonstrate： 1） The students from the tentative class have improved, either in argumentation, exposition or narration, and their final results are different from those at the beginning of the semester; 2） The students from the conventional class have also improved, either in argumentation, exposition or narration; but their final results are not so different from those at the beginning of the semester; 3） Compared with those from the conventional class, the students from the tentative class scored higher, either in argumentation, exposition or narration. Thus, with the effect of critical thinking in teaching writing, the teaching approach adopted by the tentative class has an advantage.