对提升英语专业学生思辨能力的研究——基于教师反馈的自主写作修改
Journal: Educational Research DOI: 10.12238/er.v7i11.5577
Abstract
本研究探讨了基于教师反馈的自主写作修改对提升英语专业学生思辨能力的影响，采用以思辨能力为导向的“导讲”模式，在文华学院英语专业二年级的《基础英语写作(二)》课程中，开展了一个学期的写作教学实践。通过对实验数据进行定量和定性分析，结果表明学生对自主写作修改的态度经历了从抵触到热情接纳的转变，写作内容在深度和广度上都有了显著改进，写作成绩得到提升，这表明自主修改对学生理解主题、深化思想和提高逻辑性等方面产生了显著的正面影响。
Keywords
教师反馈；自主写作修改；思辨能力
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