• 主题
高级搜索  >
历史搜索 清空历史
首页> 外文学位 >Teaching of critical thinking skills in the English content area in South Dakota public high schools and colleges.
【24h】

Teaching of critical thinking skills in the English content area in South Dakota public high schools and colleges.

机译：南达科他州公立高中和大学英语内容领域的批判性思维技能教学。

获取原文
获取原文并翻译 | 示例
页面导航
  • 摘要
  • 著录项
  • 相似文献
  • 相关主题

摘要

Quality education is imperative in preparing students in the United States to succeed in a competitive and ever-changing global society. Critical thinking, an essential component of a quality educational program, has been identified as a key 21st Century skill. However, research indicates a gap in educational preparedness between high school and college, particularly in the teaching of critical thinking skills. This study investigated the emphasis that South Dakota English content instructors placed on the teaching of critical thinking skills at the high school junior and senior level and at the college freshmen and sophomore level by examining instructors' perceptions.;A survey was developed to obtain information concerning the importance of teaching critical thinking skills, preparation for teaching critical thinking skills, and obstacles to teaching critical thinking skills. The study further examined the differences in perceptions that existed based on years of teaching experience, highest degree earned, level of teaching, and average class size.;Instructors who participated in the study strongly believed incorporating critical thinking skills is important and felt confident in their abilities to teach those skills. As a result, South Dakota public high school junior/senior and college freshmen/sophomore English content instructors incorporate critical thinking into their lessons. Those instructors with teaching experience generally believed they had received training in the teaching of critical thinking skills during their teacher education programs to a greater extent than those with limited teaching experience, and instructors generally had been actively involved in professional development in the last two years, increasing their abilities to teach critical thinking skills. However, fewer respondents indicated they were provided feedback on their ability to teach critical thinking skills as a result of performance evaluations.;Instructors varied in their beliefs concerning obstacles to teaching critical thinking skills. High school junior/senior English instructors believed class size, pressure to improve scores on standardized tests, and lack of planning time to be the greatest obstacles, whereas college freshmen/sophomore English instructors identified lack of knowledge or understanding of critical thinking, class size, and limited professional development opportunities in critical thinking as the greatest obstacles.
机译：素质教育对于使美国学生做好准备，以在竞争激烈，瞬息万变的全球社会中取得成功至关重要。批判性思维是优质教育计划的重要组成部分，已被认为是21世纪的一项关键技能。但是，研究表明，高中和大学之间在教育准备方面存在差距，尤其是在批判性思维技能的教学方面。这项研究调查了南达科他州英语内容教师对高中初中，高年级以及大学新生和大二学生的批判性思维技能教学的重视程度;通过开展调查以获取有关以下方面的信息：教学批判性思维技能的重要性，教学批判性思维技能的准备以及教学批判性思维技能的障碍。该研究进一步检查了基于多年的教学经验，所获得的最高学位，教学水平和平均班级规模而存在的看法上的差异。参加该研究的教师强烈认为，整合批判性思维技能很重要，并对他们的自信教那些技能的能力。结果，南达科他州的公立中学初中/高中和大学新生/大二的英语内容讲师将批判性思维纳入课程。那些具有教学经验的讲师通常认为，与没有教学经验的讲师相比，他们在教师教育计划中接受了批判性思维技能培训的程度更大，并且讲师通常在过去两年中积极参与职业发展，提高他们教授批判性思维能力的能力。但是，更少的受访者表示，由于绩效评估，他们获得了关于他们教授批判性思维技能的能力的反馈。;教师对于教给批判性思维技能的障碍的看法各不相同。高中初中/高级英语讲师认为班级规模，提高标准化考试成绩的压力以及缺乏计划时间是最大的障碍，而大学新生/二年级英语讲师则认为缺乏知识或对批判性思维，班级规模，批判性思维中最大的障碍是有限的专业发展机会。

著录项

  • 作者

    Thurman, Becky A.;

  • 作者单位

    University of South Dakota.;

  • 授予单位 University of South Dakota.;
  • 学科 Education Language and Literature.;Psychology Cognitive.;Education Administration.;Education Secondary.;Education Higher.
  • 学位 Ed.D.
  • 年度 2009
  • 页码 106 p.
  • 总页数 106
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类 教育;中等教育;心理学;高等教育;
  • 关键词

相似文献

  • 外文文献
  • 中文文献
  • 专利
获取原文

客服邮箱：kefu@zhangqiaokeyan.com

京公网安备：11010802029741号 ICP备案号：京ICP备15016152号-6 六维联合信息科技 (北京) 有限公司©版权所有

  • 客服微信

  • 服务号