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以2006—2017年间外语类核心期刊刊载的有关批判性思维教学研究的论文为数据来源,借助信息可视化软件CiteSpace,通过关键词共现网络,呈现我国外语界开展批判性思维教学研究的热点问题。研究结果表明:内容依托式教学模式、课堂提问、论辩话语分析、批判性思维测评、现代信息技术应用是近10年来我国外语界开展批判性思维教学研究的热点问题,这些问题对我国外语教学中的批判性思维的培养和理论研究具有一定的启示作用。
Abstract：Based on research on critical thinking teaching published in core foreign language journals between 2006 and2017 from CNKI database,the information visualization software CiteSpace was operated to present the hot issues in critical thinking teaching for foreign language learners in China through keyword co-occurrence network. The results showed that hot issues in critical thinking training of foreign language teaching in China in recent ten years were mainly manifested in five aspects : content-based teaching mode,classroom questioning,argumentative discourse analysis,critical thinking assessment,the application of information technology. The present findings have some implications for the cultivation of critical thinking in foreign language teaching in China.
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(1)悬置判断是指不作判断,不了解就不随便判断一件事物。[美]约翰·杜威,伍中友,译.我们如何思维[M].北京:新华出版社,2010.
(2)我国外语界多将“critical thinking”译为“思辨能力”,为保证文献搜索全面,文献检索时分别以“批判性思维”和“思辨能力”为主题词,本文中“思辨能力”与“批判性思维”同义。
基本信息:
DOI：10.19573/j.issn2095-0926.201901016
中图分类号:H09
引用信息:
[1]马利红.我国外语界开展批判性思维教学的热点问题分析[J].天津职业技术师范大学学报,2019,29(01):74-78.DOI:10.19573/j.issn2095-0926.201901016.
基金信息:
全国教育科学“十三五”规划2016年教育部重点课题(DHA160310)