内容简介
作者简介
目录
目录
ABSTRACT
PREFACE
CHAPTER 1 INTRODUCTION
1.1 Introduction
1.2 Statement of Dissertation Objectives
1.3 Research Questions
1.4 Significance of the Study
1.5 Research Methodology
1.6 The Interdisciplinary Nature of the Dissertation
1.7 Outline of the Dissertation
1.8 Concluding Remarks
CHAPTER 2 LITERATURE REVIEW
2.1 Tradition of Critical Thinking and Its Definitions
2.2 Concepts and Various Definitions of Critical Thinking
2.3 Related Theories and Research on Critical Thinking
2.4 Analysis and Discussion of the Application of Critical Thinking in Texts and Teaching
2.5 Research on How Critical Thinking Models are Used in Teaching in the USA
2.6 Chapter Summary and Reflections
CHAPTER 3 CRITICAL THINKING TRADITIONS AND PRESENT RESEARCH IN CHINA
3.1 Traditions of Critical Thinking in Chinese Culture
3.2 Comparison of the Chinese Philosophy of Critical Thinking with the Western Approach
3.3 Research on Critical Thinking in Teaching at Present China
3.4 Text Analysis of Three Samples of Chinese Students’ Essays
3.5 Chapter Summary and Reflections
CHAPTER 4 COMPARATIVE DISCUSSION ON HOW CRITICAL THINKING IS PRACTICED AT THE UNIVERSITY LEVEL IN THE USA AND CHINA: EXAMPLES FROM UNIVERSITY OF LOUISVILLE, USA AND DEZHOU UNIVERSITY, SHANDONG, CHINA
4.1 Introduction to the Quality Enhancement Plan (QEP) of the University of Louisville (U of L) to Foster Students' Critical Thinking
4.2 Teachers’ application in using both Bloom's Taxonomy and Paul-Elder's Critical Thinking Framework at the University of Louisville, USA
4.3 The Measurement of Chinese Students’ Critical Thinking Skills in Writing
4.4 Chapter Summary and Conclusions
CHAPTER 5 FACTORS THAT INFLUENCE THE FOSTERING OF CHINESE STUDENTS’ CRITICAL THINKING IN ENGLISH EDUCATION
5.1 Introduction
5.2 Factors that Should be Considered in Developing Students’ Critical Thinking Skills
5.3 Teachers’ Role in Developing Students’ Critical Thinking
5.4 Chinese English Teachers’ Cognition of Critical Thinking and Ability to Teach Critical Thinking
5.5 Materials Chosen for Helping Develop Learners’ Critical Thinking
5.6 Summary and Reflections
CHAPTER 6 CONSTRUCTION OF MODELS FOR TEACHING CRITICAL THINKING TO CHINESE STUDENTS IN ENGLISH EDUCATION
6.1 Introduction and Theory Justification
6.2 The Proposed Critical Thinking Models to Teach Chinese Students in English Education: Course Outline and Justification Model for Teaching English Reading
6.3 Summary and Reflections
CHAPTER 7 CONCLUSION
REFERENCES
APPENDICES
CURRICULUM VITAE
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