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大学英语教学中的反思研究.docx

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大学英语教学中的反思研究 Abstract UniversityEnglishteachingisanessentialpartofhighereducationinChina.WiththeincreasingimportanceofEnglishasagloballanguage,teachingmethodsandstrategieshavecontinuouslybeenimprovedtoenhancestudents’languageskillseffectively.ThispaperexplorestheroleofreflectivethinkinginuniversityEnglishteachinganditsimportanceinpromotingstudents'autonomouslearning.Thestudyhighlightstheneedforteacherstoincorporatereflectivepracticesinclassroominstructionandforstudentstoengageincriticalself-assessment,therebyenhancingtheirlanguageproficiency. Introduction Reflectivethinkinghasbecomeanessentialaspectofmanyacademicfields,includingeducation.Reflectivethinkingpromotescriticalself-reflectionanddecision-makingandencourageslearnerstobecomeself-directed,activeparticipantsintheirlearning.InthecontextofEnglishlanguageteaching,reflectivethinkingcanbeusedtopromoteautonomouslearning. UniversityEnglishTeachinginChina English,asasecondlanguage,isanessentialcomponentofhighereducationinChina.MostuniversitiesrequirestudentstocompleteEnglishasacompulsorycourse.Thesecoursesaimtoimprovestudents'languageproficiency,boosttheircommunicationskillsandpreparethemfortheglobaljobmarket. Despitetheextensivetrainingprograms,thelevelofEnglishproficiencyamongChineseuniversitystudentsisstillrelativelylowduetoseveralreasons.Thesereasonsincludealackofexposuretothelanguage,insufficientclassroominteraction,traditionalteacher-centeredteachingmethods,androtelearning.WiththeincreasingimportanceofEnglishasagloballanguage,itisessentialtoadoptnewteachingstrategiesthatemployreflectivethinkingtoenhancestudents'languageskills. ReflectiveThinkinginUniversityEnglishTeaching AccordingtoDewey’sReflectiveThinkingModel,reflectivethinkingcomprisesfourcriticalelements,includingidentifyingaproblemorsituation,analysis,formingahypothesis,andtesting.ReflectivethinkinginEnglishlanguageteachinghelpsstudentstoidentifytheirstrengthsandweaknesses,analyzethelanguage,formhypotheses,testthem,andthusdeveloptheabilitytolearnandusethe