大学生批判性思维能力培养方式探索
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摘要
批判性思维的培养是当代教育的一项核心内容。然而，在二语习得领域关于批判性思维的研究依然鲜见。我国传统的大学英语教学一直存在着重语言能力训练、轻思维能力培养的倾向。在外语技能训练的过程中，只片面强调词汇记忆、机械模仿，而忽视了学生分析问题、创新求异、以及对问题独立提出见解等思维能力的培养(何其莘等，1999，文秋芳，2006)。受此影响，我国大学英语写作教学也只是注重学生语言与写作技巧的训练，对如何在二语写作过程中，系统地培养分析、综合、概括、比较、推理等思维能力的相关研究开展较少。这要求我们在大学英语写作教学过程中设计出能够充分调动学生批判性思维能力发展的写作任务和相应的教学策略，促进语言学习者全面发展。
本研究首先使用修订后的批判性思维技能量表(Qualitative Critical ThinkingSkills Instrument)，对大二的非英专业学生的英语作文及其写作过程中运用批判性思维技能的水平进行评估，以帮助教师了解大学生批判性思维能力的特点和不足，使研究者在接下来的英语写作教学过程中，能够做到有的放矢，更有效地提高学生的英语写作水平，并通过写作教学促进批判性思维能力的运用和发展。
该研究遵循行动研究的基本步骤，研究者试图通过英语写作教学促进大学生的批判性思维能力发展，并针对教学实践中出现的问题，提出改进措施，再回到自己的实践，观察其实施效果，并对出现的问题进行再次研究和实践。本研究主要采用英语写作后的文本分析、课堂观察和师生访谈等方式，经过三轮的行动研究过程，试图采用不同种类的英语写作任务、不同方式的写作评估和意见反馈，以及不同效果的教学方法，引导语言学习者在外语写作过程中，学会说明理由、提供证据、探索论据的确凿性、客观性和一致性；同时帮助学生对自己的思维过程进行不断地反思，促进其思维的准确性、清晰性、相关性，以期通过英语写作教学，促进大学生的批判性思维能力发展及其相关技能的灵活运用。
研究者在构建主义、合作学习、过程性写作等教学理论基础之上，先后尝试采用苏格拉底提问式教学法，对学生作文进行批阅，或是让学生同伴之间对作文进行相互批阅，以及自我评估和过程写作法、过程体裁法等不同的教学方法。另外，教师还针对语言学习者的厌写情绪，寻求问题症结，分别在三轮行动研究中，给学生设计了不同的写作任务，如：话题写作、阅读总结型任务、看图作文和探索性写作，以促使学生的英语写作水平有所提高，且思维能力不断向纵深发展。
研究结果表明，英语写作前的头脑风暴活动，以及修改阶段的同伴互评和以写作内容为导向的教师批阅都对学生的批判性思维能力的提高有一定的促进作用，而与苏格拉底提问法相结合的教师批阅与学生自评却收效甚微。随着英语教师观念的转变，在对英语写作文本进行评阅和评估的同时，不仅强调语言输出的正确性、准确性和流利性，还强调写作内容的重要性，以及思维过程的清晰性、连贯性、创造性和批判性。以“吾手写吾思”的要求，培养学生思维的敏感性，提高学生批判性思维能力，及其相关思维技能的运用。经过一段时间的英语写作教学，语言学习者在写作过程中使用批判性思维基本技能（如：分析、评价、推断等）方面都有所提高。然而，学生对自身的思维过程仍旧缺乏反思。
本研究同时还发现，原本学生在英语写作过程中运用较差的批判性思维技能，在研究者的积极促进下，都有了较大的提高。但是，如果依常理而言，批判性思维的培养应该是一个漫长而艰辛的过程。然而，事实表明，在三轮行动研究过程中，尽管采用的写作任务类型各不相同，完成写作任务的方式灵活多样，对作文进行评估和批阅的方法迥异，但是只要教师强调的写作中心始终兼顾语言的形式和内容，以及行文过程中所体现的思维能力，语言学习者对批判性思维技能的应用能力就会得到明显的提升。这不禁令笔者对当前的大学英语教学体制、评估标准、以及对大学英语写作教学方式和考核形式有所反思。目前，倡导大学英语教学改革，提出通过大学英语教学来有效促进学生思维能力发展的设想还为时过早，大学英语教学过程中真正亟待解决的问题在于如何尽可能消除外语教学长期过于关注语言表达形式，而忽略语言意义的消极教学后果，使大学英语教学不要成为束缚学生思维发展的桎梏。语言本身就是沟通交流赖以使用的工具，本身就是文化和思维的载体。那些人为地将语言剥离于思维发展和交际用途的教学方式和理念应该尽早摈弃。
另一方面，研究者指出学生对过程性写作任务的厌烦情绪不容小觑。大学生迫于四、六级考试，就业升学等外在压力，对待英语学习的态度也是急功近利。在反复机械地英语写作练习过程中，学生行动上虽勉强应对写作任务，内心却厌恶写作，这种不是源自内心对知识的渴求和需要的强迫学习方式，久而久之让语言学习者对英语写作失去了兴趣，写作倦怠、写作焦虑、学习自主性低下的现象也在所难免。因此，笔者呼吁当代大学英语教学必须贯彻全人教育理念，有效的外语教学方法不仅应该让学生达到一定的语言要求，还必须符合当前大学生的情感需求和认知特点。英语写作任务的设计也应当做到以新激趣，以疑激趣，以情激趣，让现代外语教学充分体现语言、思维、情感的交融。与此同时，研究者还在前两轮行动研究（话题写作、以读促写型写作任务）的基础上，采用了任务型驱动写作法，将过程写作法与结果写作法有机结合，这使学生能够对同一写作主题不断探索，从不同的角度对同一主题反复思考，在层层深入的写作任务指引下对同一主题不断改写，却又避免了学生因对同一文章进行反复修改而产生的厌烦、焦虑等消极心理，使学生的写作内容和语言形式，在螺旋式上升结构的写作过程中得以提高。这一目标的实现，要求大学英语教师在设计写作任务活动的同时，必须充分考虑大学生的心理特点和认知需求，合理设计具有现实意义的探索性写作任务，培养以学习者为中心的主动构建学习模式，来促进其语言水平和思维能力的共同提高。
Critical thinking has drawn much concern from scholars and researchers in theeducation field and they have conducted many studies on it. A variety of programshave been established in the western schools to train students’ critical thinking inrecent decades. However, there exists a void in the cultivation of students’ criticalthinking in College English teaching for traditional EFL teaching merely attachesemphasis to training students’ linguistic knowledge and language skills. Therefore,EFL teachers are required to adopt appropriate writing tasks and teaching approachesto foster college students’ critical thinking.
At first, Qualitative Critical Thinking Skills Scale was revised to assess students’critical thinking abilities reflected in their essays, which would help instructors findout the characteristics and weaknesses of students’ critical thinking skills and designtargeted writing tasks to improve their abilities from all aspects.
This study follows the essential steps of action research on the basis of CollegeEnglish writing teaching. The researcher discovered some problems in her ownteaching practice, made some reforms, put reformed learning tasks as well as teachingapproaches into practice and reflected upon the implementation and effectiveness.Text analysis, questionnaires and interviews are employed for repeated“action-reflection-action” and constant improvement. In the course of three-roundaction research, various writing tasks and teaching approaches and correspondingassessment methods are designed to aim at the cultivation of language proficiency andcritical thinking skills, such as inference, reasoning, classification, analysis andself-validation.
Based on Constructivism, Cooperative Learning and Process Writing Theory, theresearcher attempted to adopt different teaching approaches like teachers’ writtenfeedback in the form of questions, peer feedback, self-assessment and brainstorming.In addition, various writing tasks, ranging from topic writing to pictorial writing,read-to-write to task-based writing, were chosen to nurture college students’ English proficiency and critical thinking abilities and diminish boredom in EFL writing.
The results indicate that brainstorming at the pre-writing stage, peer feedback andteachers’ content-related comments are instrumental in promoting critical thinking,while teachers’ written feedback in the form of Socratic questions and self-evaluationhave little effect. With the shift of teaching focus from sheer language to thecombination of form and content, foreign language learners’ critical thinking abilitiesin analysis, evaluation, inference etc. have been improved after a period of Englishwriting practice. On the other hand, students are still short of awareness of reflectionupon their own thinking process.
It is also found that college students’ poor performance of critical thinking skillsin writing has been improved by leaps and bounds in the study. Nevertheless, thisresult shows a departure from the common sense that the cultivation of criticalthinking must be a long and arduous process. As a matter of fact, English learners’critical thinking abilities would gradually improve regardless of the type of writingtasks, as long as teachers emphasized the significance of writing content, which hasdriven the researcher to further reflect on the existing examination system, assessmentstandards, and the focus of College English teaching. It is urgent to eliminatenegative effects of traditional language teaching that has already seriously blockedcollege students’ cognitive development in that it overemphasizes language form,ignoring writing content for a long time.
Another problem arising in the study is obvious boredom in English writing.Students have become utilitarian under great external pressure of CET-4/6,employment and further study. They are reluctant to write in English after they weredriven to take repeated writing exercises mechanically, which extinguished theirinterest that can only be fueled by the inner thirst for knowledge. Therefore, theresearcher calls for holistic education that accentuates effective teaching methodsshould meet college students’ needs in language, cognition and affect simultaneouslyand suggests that exploratory writing tasks should be designed where novel andchallenging tasks may ignite and remain learning interest. Moreover, task-basedwriting has been introduced into the last round of action research based on the organic combination of process writing and product writing. It keeps learners writing andrewriting on the same theme, constantly exploring the same topic from differentperspectives. The greatest advantage of this type of writing task is to help learnersout of weariness, writing anxiety and other negative affects. Both linguistic formand writing content have been attached importance to during the entire spiral writingprocess. In order to take full advantage of this teaching approach, a variety ofmeaningful and authentic or quasi-authentic tasks need to be designed to cultivatestudents’ learning autonomy, after their psychological characteristics and cognitivedemands have been taken into account.
本研究首先使用修订后的批判性思维技能量表(Qualitative Critical ThinkingSkills Instrument)，对大二的非英专业学生的英语作文及其写作过程中运用批判性思维技能的水平进行评估，以帮助教师了解大学生批判性思维能力的特点和不足，使研究者在接下来的英语写作教学过程中，能够做到有的放矢，更有效地提高学生的英语写作水平，并通过写作教学促进批判性思维能力的运用和发展。
该研究遵循行动研究的基本步骤，研究者试图通过英语写作教学促进大学生的批判性思维能力发展，并针对教学实践中出现的问题，提出改进措施，再回到自己的实践，观察其实施效果，并对出现的问题进行再次研究和实践。本研究主要采用英语写作后的文本分析、课堂观察和师生访谈等方式，经过三轮的行动研究过程，试图采用不同种类的英语写作任务、不同方式的写作评估和意见反馈，以及不同效果的教学方法，引导语言学习者在外语写作过程中，学会说明理由、提供证据、探索论据的确凿性、客观性和一致性；同时帮助学生对自己的思维过程进行不断地反思，促进其思维的准确性、清晰性、相关性，以期通过英语写作教学，促进大学生的批判性思维能力发展及其相关技能的灵活运用。
研究者在构建主义、合作学习、过程性写作等教学理论基础之上，先后尝试采用苏格拉底提问式教学法，对学生作文进行批阅，或是让学生同伴之间对作文进行相互批阅，以及自我评估和过程写作法、过程体裁法等不同的教学方法。另外，教师还针对语言学习者的厌写情绪，寻求问题症结，分别在三轮行动研究中，给学生设计了不同的写作任务，如：话题写作、阅读总结型任务、看图作文和探索性写作，以促使学生的英语写作水平有所提高，且思维能力不断向纵深发展。
研究结果表明，英语写作前的头脑风暴活动，以及修改阶段的同伴互评和以写作内容为导向的教师批阅都对学生的批判性思维能力的提高有一定的促进作用，而与苏格拉底提问法相结合的教师批阅与学生自评却收效甚微。随着英语教师观念的转变，在对英语写作文本进行评阅和评估的同时，不仅强调语言输出的正确性、准确性和流利性，还强调写作内容的重要性，以及思维过程的清晰性、连贯性、创造性和批判性。以“吾手写吾思”的要求，培养学生思维的敏感性，提高学生批判性思维能力，及其相关思维技能的运用。经过一段时间的英语写作教学，语言学习者在写作过程中使用批判性思维基本技能（如：分析、评价、推断等）方面都有所提高。然而，学生对自身的思维过程仍旧缺乏反思。
本研究同时还发现，原本学生在英语写作过程中运用较差的批判性思维技能，在研究者的积极促进下，都有了较大的提高。但是，如果依常理而言，批判性思维的培养应该是一个漫长而艰辛的过程。然而，事实表明，在三轮行动研究过程中，尽管采用的写作任务类型各不相同，完成写作任务的方式灵活多样，对作文进行评估和批阅的方法迥异，但是只要教师强调的写作中心始终兼顾语言的形式和内容，以及行文过程中所体现的思维能力，语言学习者对批判性思维技能的应用能力就会得到明显的提升。这不禁令笔者对当前的大学英语教学体制、评估标准、以及对大学英语写作教学方式和考核形式有所反思。目前，倡导大学英语教学改革，提出通过大学英语教学来有效促进学生思维能力发展的设想还为时过早，大学英语教学过程中真正亟待解决的问题在于如何尽可能消除外语教学长期过于关注语言表达形式，而忽略语言意义的消极教学后果，使大学英语教学不要成为束缚学生思维发展的桎梏。语言本身就是沟通交流赖以使用的工具，本身就是文化和思维的载体。那些人为地将语言剥离于思维发展和交际用途的教学方式和理念应该尽早摈弃。
另一方面，研究者指出学生对过程性写作任务的厌烦情绪不容小觑。大学生迫于四、六级考试，就业升学等外在压力，对待英语学习的态度也是急功近利。在反复机械地英语写作练习过程中，学生行动上虽勉强应对写作任务，内心却厌恶写作，这种不是源自内心对知识的渴求和需要的强迫学习方式，久而久之让语言学习者对英语写作失去了兴趣，写作倦怠、写作焦虑、学习自主性低下的现象也在所难免。因此，笔者呼吁当代大学英语教学必须贯彻全人教育理念，有效的外语教学方法不仅应该让学生达到一定的语言要求，还必须符合当前大学生的情感需求和认知特点。英语写作任务的设计也应当做到以新激趣，以疑激趣，以情激趣，让现代外语教学充分体现语言、思维、情感的交融。与此同时，研究者还在前两轮行动研究（话题写作、以读促写型写作任务）的基础上，采用了任务型驱动写作法，将过程写作法与结果写作法有机结合，这使学生能够对同一写作主题不断探索，从不同的角度对同一主题反复思考，在层层深入的写作任务指引下对同一主题不断改写，却又避免了学生因对同一文章进行反复修改而产生的厌烦、焦虑等消极心理，使学生的写作内容和语言形式，在螺旋式上升结构的写作过程中得以提高。这一目标的实现，要求大学英语教师在设计写作任务活动的同时，必须充分考虑大学生的心理特点和认知需求，合理设计具有现实意义的探索性写作任务，培养以学习者为中心的主动构建学习模式，来促进其语言水平和思维能力的共同提高。
Critical thinking has drawn much concern from scholars and researchers in theeducation field and they have conducted many studies on it. A variety of programshave been established in the western schools to train students’ critical thinking inrecent decades. However, there exists a void in the cultivation of students’ criticalthinking in College English teaching for traditional EFL teaching merely attachesemphasis to training students’ linguistic knowledge and language skills. Therefore,EFL teachers are required to adopt appropriate writing tasks and teaching approachesto foster college students’ critical thinking.
At first, Qualitative Critical Thinking Skills Scale was revised to assess students’critical thinking abilities reflected in their essays, which would help instructors findout the characteristics and weaknesses of students’ critical thinking skills and designtargeted writing tasks to improve their abilities from all aspects.
This study follows the essential steps of action research on the basis of CollegeEnglish writing teaching. The researcher discovered some problems in her ownteaching practice, made some reforms, put reformed learning tasks as well as teachingapproaches into practice and reflected upon the implementation and effectiveness.Text analysis, questionnaires and interviews are employed for repeated“action-reflection-action” and constant improvement. In the course of three-roundaction research, various writing tasks and teaching approaches and correspondingassessment methods are designed to aim at the cultivation of language proficiency andcritical thinking skills, such as inference, reasoning, classification, analysis andself-validation.
Based on Constructivism, Cooperative Learning and Process Writing Theory, theresearcher attempted to adopt different teaching approaches like teachers’ writtenfeedback in the form of questions, peer feedback, self-assessment and brainstorming.In addition, various writing tasks, ranging from topic writing to pictorial writing,read-to-write to task-based writing, were chosen to nurture college students’ English proficiency and critical thinking abilities and diminish boredom in EFL writing.
The results indicate that brainstorming at the pre-writing stage, peer feedback andteachers’ content-related comments are instrumental in promoting critical thinking,while teachers’ written feedback in the form of Socratic questions and self-evaluationhave little effect. With the shift of teaching focus from sheer language to thecombination of form and content, foreign language learners’ critical thinking abilitiesin analysis, evaluation, inference etc. have been improved after a period of Englishwriting practice. On the other hand, students are still short of awareness of reflectionupon their own thinking process.
It is also found that college students’ poor performance of critical thinking skillsin writing has been improved by leaps and bounds in the study. Nevertheless, thisresult shows a departure from the common sense that the cultivation of criticalthinking must be a long and arduous process. As a matter of fact, English learners’critical thinking abilities would gradually improve regardless of the type of writingtasks, as long as teachers emphasized the significance of writing content, which hasdriven the researcher to further reflect on the existing examination system, assessmentstandards, and the focus of College English teaching. It is urgent to eliminatenegative effects of traditional language teaching that has already seriously blockedcollege students’ cognitive development in that it overemphasizes language form,ignoring writing content for a long time.
Another problem arising in the study is obvious boredom in English writing.Students have become utilitarian under great external pressure of CET-4/6,employment and further study. They are reluctant to write in English after they weredriven to take repeated writing exercises mechanically, which extinguished theirinterest that can only be fueled by the inner thirst for knowledge. Therefore, theresearcher calls for holistic education that accentuates effective teaching methodsshould meet college students’ needs in language, cognition and affect simultaneouslyand suggests that exploratory writing tasks should be designed where novel andchallenging tasks may ignite and remain learning interest. Moreover, task-basedwriting has been introduced into the last round of action research based on the organic combination of process writing and product writing. It keeps learners writing andrewriting on the same theme, constantly exploring the same topic from differentperspectives. The greatest advantage of this type of writing task is to help learnersout of weariness, writing anxiety and other negative affects. Both linguistic formand writing content have been attached importance to during the entire spiral writingprocess. In order to take full advantage of this teaching approach, a variety ofmeaningful and authentic or quasi-authentic tasks need to be designed to cultivatestudents’ learning autonomy, after their psychological characteristics and cognitivedemands have been taken into account.
引文
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