A Comparative Study of Thinking Quality Between Chinese and American Junior Middle School Students From the Perspective of Key Competences of English Subject
Notice bibliographique
Résumé
The globalization and information tide in the 21st century have promoted the new demand for talents in social development, and the key competences education came into being under such an era. Subsequently, the “key competences” became the key word of the global educational reform under the background of the new era in the 21st century. The key competences documents promulgated by many countries have obvious consistency and similarity, but they are not completely identical. There may be some problems worthy of reflection behind the differences. As the largest developing country and the largest developed country in the world, the educational views of China and the United States have a profound impact on the world civilization and pattern. As far as English subject is concerned, although English education is foreign language education in China, not native English education or non-native English education in the United States, it is combined with the reality of English education in China. Comparing the similarities and differences in the field of thinking quality between Chinese and American junior middle school English education can promote the reform of domestic English education and improve its quality. Also, many teachers only pay attention to the cultivation of students’ language knowledge and skills in the English classroom at present, neglecting the cultivation of students’ thinking quality, so it is difficult to improve students’ thinking ability and thinking personality traits. Based on this, the paper aims to cultivate and develop thinking quality of junior middle school students from the perspective of key competences of English subject. Through a comparative study of the consistency and difference of thinking quality between Chinese and American junior middle school students by using the methods of literature research and comparative analysis, the paper pays more attention to the problems of thinking quality of junior middle school students in China. As a result, the corresponding solutions are discussed. The paper is divided into five chapters. The first chapter is the introduction. The research background, research purposes, research significance, research problems and research methods are briefly described. The second chapter is the literature review. It covers the research status and research trend of thinking quality at home and abroad. The third chapter is comparative study. This part briefly introduces the framework of Chinese and American key competences, discusses in detail the consistency and differences of Chinese and American junior high school students’ thinking quality in the three dimensions of logic, criticism and innovation, and points out the similarities and differences. The fourth chapter explores the essence of differences. From the perspective of English curriculum, this paper explains the reasons for the differences in thinking quality between Chinese and American junior high school students, including classroom teaching, reading and writing. The fifth chapter is a reflection. It discusses the limitations of the cultivation of thinking quality of junior middle school students in China, draws lessons from useful experience, and initially explores the methods of cultivating thinking quality of junior middle school students, in order to enhance the comprehensive strength of the key competences of junior middle school students.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,000 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,001 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,002 | 0,001 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».