scholarly journals Cultivation of Critical Thinking Abilities in English Writing Teaching

2018 ◽  
Vol 8 (8) ◽  
pp. 982
Author(s):  
Jie Liu
Keyword(s):  
Critical Thinking ◽  
Learning Objects ◽  
English Writing ◽  
Critical Thinking Ability ◽  
Key Skills ◽  
Writing Course ◽  
Writing Portfolio ◽  
Thinking Ability ◽  
English Majors ◽  
English Major

Critical thinking is one of the key skills for English majors, while the “critical thinking deficiency” is a commonplace among English majors in our country. The reasons for the “Critical Thinking Deficiency” of English major students lie in the ambiguous learning objects, the misleading guidance of teaching methods and the narrow knowledge, etc. It is effective to combine the development of critical thinking in the English writing process to improve the “critical thinking deficiency” among English major students. The paper aims to explore the development of the critical thinking ability in the English writing course by setting the real writing task, adopting the multi-draft writing, and establishing the students’ writing portfolio, and in these ways the analyzing abilities, critical thinking abilities and the abilities to solve problems can be fostered , thus the students’ writing abilities can be improved.

scholarly journals The Influence of PBL Teaching Mode on Critical Thinking Ability for Non-English Majors under Network Environment

2018 ◽  
Vol 228 ◽  
pp. 05022
Author(s):  
Ying Wang
Keyword(s):  
Critical Thinking ◽  
Test Group ◽  
Control Group ◽  
Teaching Mode ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
The Difference ◽  
Section Result

In order to explore the effect of PBL teaching mode on the cultivation of critical thinking ability for non-English majors, this paper uses case analysis method to explain the process of applying PBL teaching mode to non-English Majors’ College English course teaching, namely, preparation questions stage before class, classroom activity stage and classroom reflection section. Result: before teaching, there was no statistical difference between the two groups of students’ CTDI-CV score and the scores of each item (P > 0.05). After teaching, the total scores of CTDI-CV items in the test group were higher than those in the control group, the difference was statistically significant (P < 0.05). The experiment shows that the PBL teaching mode is superior to the LBL teaching mode, which is conducive to improving students’ critical thinking ability.

scholarly journals A Study on the Cultivation of Critical Thinking Ability of English Majors

2018 ◽  
Vol 8 (3) ◽  
pp. 349
Author(s):  
Zhen Zhou
Keyword(s):  
Critical Thinking ◽  
Evaluation System ◽  
Teaching Method ◽  
Student Evaluation ◽  
Classroom Teaching ◽  
College English ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
English Majors ◽  
Innovation Ability

The critical thinking ability is the premise and foundation of innovation ability. It is also an important goal of talents training in higher education. College English teaching should not only focus on the cultivation of students’ English knowledge and skills, but also the cultivation of students' critical thinking ability. This article first discusses the connotation of critical thinking ability, followed by theoretical foundation introduction and analysis of the problems of critical thinking cultivation of English majors, and finally puts forward the countermeasures of cultivating students' critical thinking from the following eight aspects: paying attention to classroom questioning skills, changing the classroom teaching mode, creating relaxing teaching atmosphere, building a new student evaluation system, designing the classroom teaching reasonably and improving teachers' critical thinking ability and raising students' awareness of critical thinking ability self training, adopting PBL teaching method, in order to effectively cultivate students' independent thinking and judgment ability, and to better improve the teaching effect of college English.

scholarly journals The Cultivation of College Students’ Critical Thinking Ability Based on Task-based Cooperative Writing

2019 ◽  
Vol 10 (3) ◽  
pp. 557
Author(s):  
Xiaoling Liu ◽  
Ting Yao
Keyword(s):  
College Students ◽  
Critical Thinking ◽  
Self Regulation ◽  
Significant Degree ◽  
Writing Development ◽  
Writing Proficiency ◽  
Writing Quality ◽  
English Writing ◽  
Critical Thinking Ability ◽  
Thinking Ability

This study attempts to explore the effectiveness of task-based cooperative writing instruction on critical thinking and English writing development. To address the issues, an experiment is carried out between two university classes, who received task-based cooperative writing and traditional non-source based writing respectively. Based on the analysis, the major findings are obtained as follows. Firstly, task-based cooperative writing could effectively cultivate college students’ critical thinking abilities in general and students’ critical thinking affective disposition and cognitive skill to a significant degree in particular; Secondly, as for the 7 critical thinking sub-dispositions, the analyticity is improved to a significant level while CT-confidence, inquisitiveness, truth-seeking, maturity, open-mindedness and systematicity are not significantly enhanced. And as for the 6 critical thinking sub-skills, interpretation, explanation, inference, and analysis are all developed to a significant extent while self-regulation failed to reach the significant level; Finally, students’ writing proficiency is also promoted. College students’ critical thinking ability is positively and significantly correlated with their writing proficiency. Among the critical thinking sub-dispositions, there exists a positive correlation between students’ writing quality and truth-seeking as well as maturity. And the correlations between the writing quality and all the critical thinking sub-skills are positive and significant.

scholarly journals A New Attempt of Speculative English Writing Teaching in the Era of “Internet Plus”

2021 ◽  
Vol 10 (4) ◽  
pp. 37
Author(s):  
Liu Yan
Keyword(s):  
Critical Thinking ◽  
Traditional Teaching ◽  
Learning Materials ◽  
College English ◽  
English Writing ◽  
Critical Thinking Ability ◽  
Thinking Ability ◽  
Teachers And Students ◽  
Relationship Of ◽  
New Education

In the era of “Internet Plus”, the technology of “Internet Plus” has been combined with education, which calls for a new challenge to the content, mode and relationship of education. This research is going to discuss about the lack of speculative teaching in college English writing teaching in the era of “Internet Plus” based on the critical thinking hierarchical theory, finding out the current problems, to provide a new education mode.The technology of “Internet Plus” can provide rich learning materials for sttudents and the flexible studying schedule. This studying mode has changed teachers’ and students’ roles in the traditional teaching and lead to a new realationship between teachers and students. This new mode will help students improve their ability on the intellectual studying and enhance their critical thinking ability. It can also help students apply their knowledge from books to the practice.

Peningkatan Kemampuan Berpikir Kritis Peserta Didik Pada Materi Termokimia Di Sma Pekanbaru Melalui Penerapan Strategi Pembelajaran Process Oriented Guided Inquiry Learning (POGIL)

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Maria Erna ◽  
R. Usman Rery ◽  
Wiji Astuti ◽  
Sulismayati
Keyword(s):  
Critical Thinking ◽  
Inquiry Learning ◽  
Guided Inquiry ◽  
Test Technique ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Process Oriented ◽  
Academic Year ◽  
Very High

Penelitian ini dilakukan untuk mengetahui peningkatan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia melalui penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) (POGIL) di kelas 11 SMAN 8 Pekanbaru. Penelitian ini menggunakan One Group Pretest-Posttest Design yang diadakan di SMAN 8 Pekanbaru pada tahun akademik 2017/2018. Objek penelitian adalah XI MIA 1 yang terdiri dari 32 siswa. Pengumpulan data siswa menggunakan teknik tes pretest dan posttest. Keberhasilan pembelajaran dalam meningkatkan kemampuan berpikir kritis siswa ditunjukkan oleh peningkatan kriteria berpikir kritis dari hasil pretest dan posttest yang menganalisis persentase skor berpikir kritis. Hasil penelitian menunjukkan bahwa ada peningkatan kemampuan berpikir kritis siswa. Siswa mengalami peningkatan dari kategori berpikir kritis sangat rendah ke kategori sangat tinggi dengan persentase 15,625%, dari kategori rendah ke kategori sangat tinggi adalah 40,625%, dari kategori rata-rata ke kategori sangat tinggi adalah 9,375%, dari kategori sangat rendah hingga kategori tinggi adalah 12,5%, dan dari kategori rendah ke kategori tinggi adalah 21,875%. Berdasarkan analisis data, dapat disimpulkan bahwa penerapan strategi Process Oriented Guided Inquiry Learning (POGIL) mampu meningkatkan kemampuan berpikir kritis siswa pada mata pelajaran Termokimia di SMAN 8 Pekanbaru.   The research was held to determine the improvement of student’s critical thinking ability on Thermochemistry subject through implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy at 11th Grade of SMAN 8 Pekanbaru. This research used One Group Pretest-Posttest Design which held in SMAN 8 Pekanbaru at academic year of 2017/2018. The object of research is XI MIA 1 that consist of 32 students. The data collection of students used test technique which are pretest and posttest. The success of learning in improvement of student’s critical thinking ability is showed by improvement of criteria of critical thinking from pretest and posttest results that analyzed the score percentage of critical thinking. The result of research showed that there was an improvement of student’s critical thinking ability. The students have an increase from the very low category of critical thinking to very high category with percentage of 15,625%, from low category to very high category is 40,625%, from average category to very high category is 9,375%, from very low category to high category is 12,5%, and from low category to high category is 21,875%. Based on data analyze, it can be concluded that implementation of Process Oriented Guided Inquiry Learning (POGIL) strategy is able to improve student’s critical thinking ability on Thermochemistry subject at SMAN 8 Pekanbaru.

CONCEPT-BASED LEARNING DAN KEMAMPUAN BERFIKIR KRITIS MATEMATIS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Maifalinda Fatra ◽  
A Rizki ◽  
Tita Khalis Maryati
Keyword(s):  
Critical Thinking ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Control Group ◽  
Simple Explanation ◽  
Critical Thinking Ability ◽  
Thinking Ability

Mathematical Critical thinking is one of  mathematical abilities that must be obtained by students. Critical thinking is one of the high order thinking processes that can make concepts in student knowledge.  Students with critical thinking in mathematics learning mostly do rational activities such as interpreting information based on a particular theoretical framework, linking theory with practice, making claims and justifying it, utilizing data in support of argumentation, making relations or relationships between various ideas, asking questions, evaluating knowledge, predict, describe something, analyze, synthesize, and categorize. This study aims to analyze the effect of the Concept-Based Learning Model on the critical thingking mathematical abilities.The purpose of this research is to analyze the effect of Concept-Based Learning Model toward mathematics critical thinking ability. The method used in this research is quasi experiment by Randomize Control Group Post Test Only Design with cluster random sampling technique. Indicators of mathematics critical thinking skills measured in this study include providing simple explanations, building basic skills, concluding, making more explanations, and deciding an action. The results showed that the mathematics critical thinking ability of students in the experimental class for the five indicators that being analyze was higher than the ability of students in the control class. A fairly high difference in the indicator showed in give a simple explanation and concluding. and it means that the application of Concept-Based Learning Model significantly influences the  abilities  of students' mathematics critical thinking.

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