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大学英语批判性阅读教学模式实验研究.docx

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大学英语批判性阅读教学模式实验研究 Title:AnExperimentalStudyontheTeachingModelofCriticalReadinginCollegeEnglish Introduction: Inrecentyears,therehasbeenagrowingrecognitionoftheimportanceofcriticalreadingasanessentialskillforuniversitystudents.However,manystudentsstillstruggletoengagewithtextscritically,relyingonpassivereadingstrategiesinstead.ThisstudyaimstoinvestigatetheeffectivenessofanewteachingmodelforcriticalreadingincollegeEnglishclasses. I.Thesignificanceofcriticalreading: 1.Criticalreadingasanessentialskill:Criticalreadingreferstotheabilitytoanalyzeandevaluatetexts,allowingstudentstoactivelyengagewithinformation,developadeeperunderstandingofthetext,andthinkindependently. 2.Enhancingcriticalthinkingskills:Criticalreadingfosterscriticalthinking,enablingstudentstoquestionassumptions,identifybiases,andconstructwell-reasonedarguments. II.Currentchallengesinteachingcriticalreading: 1.Passivereadinghabits:Manystudentsapproachtextspassively,simplyabsorbinginformationratherthancriticallyevaluatingit. 2.Lackofexplicitinstruction:CriticalreadingskillsarerarelytaughtexplicitlyincollegeEnglishclasses,leavingstudentsill-preparedinthiscrucialaspect. III.Proposedteachingmodel: 1.Explicitinstruction:Introducecriticalreadingstrategiesexplicitlytostudents,includingtechniquessuchasannotation,summarization,questioning,andevaluatingevidence. 2.Scaffoldedpractice:Providestudentswithampleopportunitiestopracticethesestrategiesthroughguidedactivitiesandcollaborativediscussions. 3.Authentictexts:Useavarietyofauthentictexts,includingacademicarticles,opinionpieces,andliterature,toengagestudentsincriticalreadingexercisesencompassingdifferentgenresandperspectives. 4.Feedbackandreflection:Offertimelyfeedbackonstudents'responsesandencouragereflectionontheirreadingprocessestoenhancemetacognitiveawareness. IV.Experimentaldesign: 1.Sample:SelectagroupofcollegeEnglishstudentsfromtwodifferentclasses. 2.Experimentalgroup:Implementtheproposedteachingmodelinoneclass. 3.Controlgroup:Theotherclassfollowsthetraditiona