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本文采用Paul&Elder的思辨能力分析工具,就英语专业大一学生关于词汇与语法习得的辩论转写材料进行文本分析,从而在微观层面研究学生的思辨能力现状和发展需求。结果显示,辩论双方能采用比较合理的视角,盘活大量信息对辩题进行论证并能就对方观点进行针锋相对的辩驳。影响思辨能力发挥的突出问题有:1)学生并未对关键词进行定义和范畴化,因此未对辩题进行正确的澄清和定位,很难深入讨论问题。2)绝大多数主要信息是常识式、体验式的,缺乏对信息的进一步追问和探究,鲜有专家观点、研究文献的支撑,因此在信息的正确性、精确性、相关性、深度以及视角的宽度、完整与公平等智力标准上都值得商榷。3)学生缺乏质疑对方主要假设的倾向性。4)推论部分在智力标准的逻辑性上明显欠缺。
In this paper, Paul & Elder’s analytical ability analysis tool is used to analyze the texts of vocabulary and grammar acquisitions by English major freshmen. This paper analyzes students’ thinking ability and development needs at the micro level. The results show that the two sides of the debate can adopt a more reasonable perspective and use a large amount of information to arbitrate the arguments and arguing against each other’s opinions. The prominent problems affecting the ability of thinking are: 1) The students did not define and categorize the keywords. Therefore, the correct clarification and positioning of the questions were not made. It is difficult to discuss the issues in depth. 2) Most of the major information is common sense and experiential. It lacks further inquiry and exploration of information. There are few expert opinions and research literature support. Therefore, the correctness, accuracy, relevance, depth, and perspective of information are important. Wisdom, integrity, and fairness are all debatable. 3) Students lack the tendency to question the other party’s main assumptions. 4) Inferences are clearly lacking in the logic of intelligence standards.