高校大学英语课堂思辨力发展的师生教学信念差异研究

Discrepancy between Teachers and Students Perceptions of Critical Thinking Development in EFL Classroom

师生双方的教学信念是教学的内在依据和基础,探究大学英语课堂中有关思辨能力发展的师生教学信念差异,有助于从根源上理解思辨培养进程中出现的问题并优化教学模式。研究选取某“双一流”建设农业院校大学英语课堂中的师生为研究对象,开展混合式研究,探讨有关思辨能力发展的师生教学信念差异以及该差异为教学活动的开展带来的影响,以期找出大学英语课堂引入思辨能力培养中所出现的问题的根源,为思辨培养模式优化提供理论与实证依据。

The perceptions held by educators and learners concerning instruction and acquisition form the foundational bedrock of pedagogical practice.Examining the divergent perceptions of teachers and students regarding the fostering of critical thinking skills is instrumental in discerning the underlying sources of specific educational challenges,thereby enhancing instructional methodologies.This investigation selects participants from an agricultural university designated under“Double First Class”initiative,encompassing educators and students engaged in English as a Foreign Language(EFL)classrooms.Employing a mixed-methods research design,the study aims to delineate the discrepancies in perceptions between teachers and students with respect to the development of critical thinking skills and to assess the implications of these disparities for the implementation of critical thinking training.The objective of this research is to pinpoint the fundamental issues encountered in the integration of critical thinking cultivation within EFL classrooms,thereby offering both a theoretical and an empirical foundation for the refinement of strategies designed to promote critical thinking abilities.