英语专业学生的批判性思维现状及其在写作中的应用调查与分析---以上海理工大学英语专业为例

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摘要

批判性思维是人类思维不可缺少的一部分，随着社会的发展，批判性思维受到

越来越多的关注。国内对批判性思维的研究最近十几年才开始，但是国外相关研

究开始得较早。国内目前的研究大多数都是对国外理论的介绍和回顾，但是关于

写作教学的研究还远远不够。我国现阶段学生写作中的批判性思维水平还不满足

批判性思维的发展要求，这是源于老师强调语言技能，注重形式却忽视思维能力

的重要性，学生也因此没有足够重视批判性思维的发展。

本研究旨在探究英语专业学生批判性思维倾向和技能方面的现状及其在写作

中的体现，并就调查结果进行分析。研究随机抽取上海理工大学 51 名英语专业学

生，其中包括大二学生中一个班级的 29 名学生和 22 名研究生。作者首先采用了

中文修订版的加利福利亚批判性思维倾向测试和批判性思维技能量表来测试学生

的批判性思维倾向和技能状况，然后作者利用批判性思维作文评估准则表评估学

生的作文得分，并与技能量表测得的结果进行对比，分析两者差异。整个研究的

数据均采用 SPSS 软件进行分析。

研究发现本科生和研究生均表现出良好的批判性思维倾向,但是本科生比研究

生在寻找真相、开放思想、分析能力、求知欲和认知成熟度五个方面表现出了更

高的水平。在批判性思维技能方面，本科生与研究生总体表现较好，尤其是在演

绎技能上。在写作测试上学生整体体现出中等技能，其中本科生的表现更好，学

生整体在阐释技能上表现最好，而在自我调控技能上表现最弱。学生技能测试得

到的结果与在写作中表现出来的技能存在差异，前者更佳，本科生在评价和解释

两项技能上的表现差别远远大于研究生。作者指出学生和老师都应该对思维培养

引起足够的重视。

关键词：批判性思维写作英语专业学生

ABSTRACT

Critical Thinking (CT for short), which is a dispensable part of human thinking, has

attracted increasing attention with the development of society. The study of CT at home

started less than two decades ago, while the related studies abroad began much earlier.

Most domestic researches included the introduction and reflection of theories abroad,

but the studies combining CT with writing are insufficient. Students didn’t perform

qualified CT ability in their writing. Many factors contribute to this phenomenon.

Teachers placed too much stress on the language skills and forms and ignored the ideas

in the writing. Students also didn’t pay enough attention to the development of CT.

This research aims to explore the current situation of English majors’ CT and its

application in actual writing. Analysis will be given based on the research. Totally 51

English majors which include 29 sophomores from one class and 22 postgraduate

students, participated in this study, all from the University of Shanghai for Science and

Technology. The Chinese version of California Critical Thinking Disposition Inventory

(CCTDI) and Critical Thinking Skills Test (CTST-CV) are firstly employed to test

students’ CT disposition and skill respectively, and then the Qualitative Florida Scale for

Critical Thinking Skills (UF/QCTS) is employed to measure students’ performance of

CT skill in their writing. The results of two skill tests are compared, and differences are

found to exist between these two tests. All data in this research are processed by using

the SPSS.

The research reveals that both the undergraduates and the postgraduates possess a

positive level of CT disposition, but the undergraduates perform better in truth-seeking,

open-mindedness, analyticity, inquisitiveness and cognitive maturity. In the aspect of

CT skill, the undergraduates perform better as a whole, especially in the sub-scale of

deduction. Students as a whole express the middle level of CT skill in their writing, the

undergraduates performing better. Students demonstrate best in interpretation and worst

in self-regulation. There exist some differences between the results of skill in the

CCTST and that in the UF/QCTS, with students achieving higher scores in the former

test. In the sub-scales of evaluation and explanation, the undergraduates exhibit greater

differences in the CCTST and the UF/QCTS than the postgraduates. The author points

iii

out that both teachers and students should pay enough attention to the development of

CT.

Keywords: Critical Thinking, writing, English majors

List of Tables

Table 2.1 CT Skills………………………………………………………………………7

Table 2.2 CT Assessment Tools………………………………………….……………..10

Table 3.1 Rubric for the Qualitative Skills Instrument (UF/QCTS)……………………19

Table 3.2 Rating Scale for the Qualitative Skills Instrument (UF/QCTS)……………..20

Table 4.1 Overall Score of CT Disposition…………………………………………….23

Table 4.2 Descriptive Statistics of Overall Scores of CT Disposition…………….……23

Table 4.3 Independent Samples Test of CT Disposition………………………….…….24

Table 4.4 Descriptive Statistics of Scores of Sub-scale of CT Disposition…………….25

Table 4.5 Descriptive Statistics of Overall Score of CT Skill in CCTST………………28

Table 4.6 Independent Samples Test of CT Skill in CCTST…………………………...29

Table 4.7 Descriptive Statistics of Scores of Sub-scale of CT Skill in CCTST………..29

Table 4.8 Independent Samples Test in CCTST……………….……………………….30

Table 4.9 Item-Total Statistics in UF/QCTS……………………………………………34

Table 4.10 Descriptive Statistics of Total Scores of CT Skills in UF/QCTS (1)……….34

Table 4.11 Descriptive Statistics of Total Scores of CT Skills in UF/QCTS (2)……….35

Table 4.12 Independent Samples Test of Total Scores of CT Skills in UF/QCTS……..36

Table 4.13 Distribution of Marks of Interpretation…………………………………….38

Table 4.14 Distribution of Marks of Analysis………………………………………….40

Table 4.15 Distribution of Marks of Evaluation………………………………………..43

Table 4.16 Distribution of Marks of Inference…………………………………………45

Table 4.17 Distribution of Marks of Explanation………………………………………48

Table 4.18 Distribution of Marks of Self-regulation……………...……………………50

Table 4.19 Correlations of CCTST and UF/QCTS……………………………………………...53

Table 4.20 Total Scores of CT Skills Based on the CCTST and UF/QCTS……………54

Table 4.21 Comparison of Evaluation in the CCTST and UF/QCTS…………………..55

Table 4.22 Comparison of Explanation in the CCTST and UF/QCTS…………………56

Contents

摘要 ............................................................................................................................... i

ABSTRACT .................................................................................................................... ii

List of Tables ................................................................................................................... iv

Contents ........................................................................................................................... vi

Chapter One Introduction ................................................................................................. 1

1.1 Research Background ......................................................................................... 1

1.2 Research Purpose and Significance .................................................................... 2

1.3 Structure of the Study ......................................................................................... 2

Chapter Two Literature Review ........................................................................................ 4

2.1 Critical Thinking ................................................................................................. 4

2.1.1 Definition of Critical Thinking ................................................................ 4

2.1.2 Dimensions of Critical Thinking ............................................................. 7

2.2 Studies on Critical Thinking ............................................................................... 8

2.2.1 Studies on Critical Thinking Abroad ....................................................... 8

2.2.2 Studies on Critical Thinking at Home .................................................... 11

2.3 Related Studies on Writing and Critical Thinking ............................................ 12

2.3.1 Relationship between Thinking and Writing ......................................... 12

2.3.2 Previous Studies on Critical Thinking and Writing Abroad .................. 13

2.3.3 Previous Studies on Critical Thinking and Writing at Home ................ 14

2.4 Summary ........................................................................................................... 15

Chapter Three Research Design ..................................................................................... 16

3.1 Research Questions .......................................................................................... 16

3.2 Research Subjects ............................................................................................. 16

3.3 Research Instruments ........................................................................................ 17

3.3.1 Critical Thinking Disposition Test ......................................................... 17

3.3.2 Critical Thinking Skills Test .................................................................. 18

3.3.3 Qualitative Florida Scale for Critical Thinking Skills ........................... 18

3.4 Data Collection ................................................................................................. 20

3.5 Data Analysis .................................................................................................... 21

Chapter Four Results and Discussion ............................................................................. 22

4.1 Results and Discussion of Critical Thinking Disposition ................................. 22

vii

4.1.1 Results of Total Scores of Critical Thinking Disposition ...................... 22

4.1.2 Results of Sub-scale Scores of Critical Thinking Disposition .............. 25

4.1.3 Discussion .............................................................................................. 27

4.2 Results and Discussion of Critical Thinking Skills Based on CCTST ............. 28

4.2.1 Results of Total Scores of Critical Thinking Skills Based on CCTST .. 28

4.2.2 Results of Sub-scale Scores of Critical Thinking Skills Based on CCTST

........................................................................................................................ 29

4.2.3 Discussion .............................................................................................. 32

4.3 Results and Discussion of Critical Thinking Skills Based on UF/QCTS ......... 33

4.3.1 Results of Total Scores of Critical Thinking Skills Based on UF/QCTS

........................................................................................................................ 33

4.3.2 Results of Sub-scales Scores of Critical Thinking Based on UF/QCTS 37

4.3.3 Discussion .............................................................................................. 51

4.4 Comparison of Results of Critical Thinking Skills Based on CCTST and

UF/QCTS ................................................................................................................ 52

4.4.1 Comparison of Total Scores of Critical Thinking Skills Based on

CCTST and UF/QCTS .................................................................................... 52

4.4.2 Comparison of Evaluation ..................................................................... 54

4.4.3 Comparison of Explanation ................................................................... 55

4.4.4 Discussion .............................................................................................. 56

4.5 Summary ........................................................................................................... 57

Chapter Five Conclusion ................................................................................................ 60

5.1 Major Findings ................................................................................................. 60

5.2 Implications ...................................................................................................... 61

5.3 Limitations ........................................................................................................ 62

5.4 Suggestions for Further Study .......................................................................... 62

References ...................................................................................................................... 63

Appendix I: CTDI-CV .................................................................................................... 67

Appendix II: CTST-CV .................................................................................................. 73

在校期间公开发表的论文 ............................................................................................ 81

Acknowledgments .......................................................................................................... 82

Chapter One Introduction

1.1 Research Background

Western countries have paid enormous attention to the cultivation of students’

critical thinking with the international talent competition becoming increasingly furious.

Among these countries, America government has listed the cultivation of Critical

Thinking (CT for short) as the National Education Goal Panel in 1993. In the present

society, new knowledge is booming so quickly that if students only focus on the ideas

and concepts in their textbook and never ponder them, they will be unable to catch up

with the mainstream when they graduate.

The study on CT began in the 1980s abroad. According to Luo (2002), during 1970

to 2000, 158 academic dissertations related to CT were written in the field of

psychology and education; the Library of Congress collected 114 works related to CT;

the articles were undoubtedly enormous in the journals. Specialists from various

domains have got involved in the definition of CT and researches on the skills. More

than 20 CT assessment tools have been developed. Cambridge University has made the

test as part of its entrance examination, while others set up classes to enhance students’

awareness of CT, and finally improve their thinking ability (Wen, 2009).

While at home, the CT ability of English majors is criticized and queried by experts.

Many scholars believe that there is deficiency in English majors’ CT ability. (He, 1999;

English Educational Team, 2001). Huang (1998) was the first to point the problem out.

Wen and Zhou (2006) declared the agreement with Huang’s idea, and further

demonstrated that English majors have a lower level of CT than other students of the

arts. There are fewer studies about CT on English majors than medical or other majors.

With the development of globalization and frequent international communication,

English, which functions as a communication tool, plays an irreplaceable role in

international economic competition. So higher education is in urgent need for

cultivating English talents who can adapt to the economic development. “Syllabus for

English Majors” (English major syllabus formulation group, 2000) has clearly proposed

上海理工大学硕士学位论文

the need to cultivate of English majors’ CT, train of the ability to find, analyze and solve

the problems after subconscious practice, and keep balance between language skill

training and thinking development. It also pointed out that English majors should

possess not only language skills, but also knowledge of other fields, like diplomacy,

economics, news and law. The “National Middle/Long Term Education Reform and

Development Plans of China” (2010), which is released lately, also put forward the idea

of integrating training of thinking into the learning process.

Though the significance of CT study has been realized by scholars, there are still no

efficient measures to promote English Major’s CT. So, this thesis tends to investigate

the CT situation and provide assistance for further researches.

1.2 Research Purpose and Significance

Since the exploration of English majors’ CT didn’t got enough attention in the

academic field, this paper aims to find out the problems and give some pedagogical

suggestions for the teaching, thus arousing both scholars’ and students’ attention. To put

in detail, the purposes are listed below: 1, to assess the level of English majors’ CT

ability; 2, to test their application of CT in writing; 3, to point out the characteristics of

their CT ability and application of CT; 4, to explore the possible factors that have

impacts on students’ CT; 5, to make suggestions to improve students’ CT.

So, what is the significance of this research? First, teachers can get to know the CT

thinking ability of their students and thus use appropriate methods to cultivate the CT.

The traditional pedagogical method has shown the weakness in strengthening thinking.

Second, students can have a clear overview of their CT level. They can explore where

the deficiency lies and strengthen their thinking in future study. By the time they

graduate, they will acquire both excellent CT skill and language skill, which will benefit

them for the whole life. This research can also give suggestions and support for further

researches on CT study.

1.3 Structure of the Study

This research consists of five parts. Chapter One includes the background of the

research as well as the purpose and the structure of this study. Chapter Two is the

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