学术论文英文摘要模板
官马溶洞-
学术论文英文摘要模板
Abstract
Since Dewey developed the
concept of
“
critical
thinking
”
,
many
scholars
abroadhave
carried
out
a
series
of
studies
about
improving
students'
critical
thinking
skills
ineducation
field. In the
1980s,critical thinking became the target of
higher
educationprograms
in
such
foreign
countries
as
the
US
and
Canada. It
has gained its widespreadattention in China only
in
recent
years.
But
there
are
only
few
studies
about
it
ineducation
field.
Our
traditional
English
teaching
method
pays
much
attention
to
thetraining
of
students'
linguistic
knowledge
and
language
skills
but
ignores
thecultivation
of
students'
critical
thinking
abilities.
In
the
process
of
skill
practice,teachers
often
stress
the
importance
of
memorizing
vocabulary and
imitating skillsrigidly,but neglect the students'
abilities in analyzing problems and
putting forwardinnovative
solutions.
Therefore,
English
writing
teaching
is
affected
by
this
andmerely
attaches
emphasis
to
train
students'
reading
and
writing
skills.
There
are
fewstudies
which
aim
at
systematically
cultivating
students'
analysis,
synthesis,
summary,comparison
and
reasoning
skills
while
they
are
writing.
Therefore,this
study
aims
atdesigning
some
writings
tasks
and
teaching
strategies
which
can
be
used
to
fostercollege
students'
critical
thinking
awareness
and
promote students' all-
rounddevelopment.
According
to
six
critical
thinking
skills,this
study
was
carried out by
requiringstudents to hand in an argumentation.
All
participants
in
this
study
are
non-Englishmajor
college
freshmen
from
a
211
key
university.
The
revised
version
of
Rubric
forQualitative
Critical
Thinking
Skills
Instrument
was
used
in
this
study.
Withquantitative
and
qualitative
analysis,writing
experiment
is
conducted
within
a
wholesemester
to
collect
data
concerning
students'
learning
behavior. Reading-
to-write isused in experimental class while
traditional
method
is
adopted
in
control
class.
Thewriting
scores by the
experimental and control class were statistically
processed bysoftware SPSS 19.0. And
also the
interview
was
launched
in
some
of
students
inexperimental
class
to
assess
students'
critical
thinking
abilities
reflected
in
theirwritings-The
final
analysis
indicated
that
EGAP
writing
model
exerted
a
significantlypositive
influence
in
improving
students' critical
thinking skills, especially in arousingstudents'
writing enthusiasm and critical
thinking awareness. Compared
with
controlclass,
students
in
experimental
class
made
big
progress
in
writing
competence.
Inaddition,
this
study
put
forward
some
reform
proposals
to
the
teaching
of
Englishwriting. The study is of great
value to instruct students
to employ
critical thinkingskills in their writing.
Abstract
A
large
body
of
research
has
been
conducted
on
the
effects
of
technology-enhancedEnglish
vocabulary
learning
since
the
1960s
(Marty,
1981)
。
However,
no
consensus
hasbeen
reached yet
(Choo, Lin,
& Pandian,2012;
Mohsen
&
Balakumarohsen,
2011)
。
Despite
the
fact
that
some
narrative
reviews
have
evaluated and explored
thesecontradictory results, this study
aims
at
quantifying
the
overall
effectiveness
oftechnology-enhanced
English
vocabulary
learning
with
a
different
approach
to
review:meta-analysis
and
performing
in-depth moderator analyses of learning
method and testtype
further.
Totally, twenty
effect sizes from thirteen pieces of primary
research
are
obtainedafter
collecting
related
literature
published or unpublished in recent ten
years via fourchannels
and
selecting
through
three
filters.
Later,
all
the
primary
research
is
coded
anddata
are
computed
in
random-effects
model with
software ComprehensiveMeta-Analysis.
Results
show
that:
(1)
Technology
has
a
positively
large
effect
on
Englishvocabulary
learning
according
to
Cohen's
standards
as
proposed
in
1992
(g
=
1.26,witha
95%
confidential
interval
of
[0.86,
1.66])
。
(2)
Learning
methods
(intentional
learning,incidental
learning,
and
integrated
learning) have
impacts on the overall effectiveness.
Heterogeneity
exists
in the
three
learning
methods
(g
=
9.22,p
=
0,01
<
0.05)
，
Effectiveness
of
intentional
learning,
incidental
learning
and
integrated
learning
is
^
=0.61,
g
二
2.14,
g
=
0.98
respectively.
Incidental
learning
under
technology-enhancedenvironment
yields
the
largest
effectiveness
on
English
vocabulary
learning.
(3)
Testtypes
(recognition
tests,
recall
tests,recognition
+
recall
tests)
also
have impacts on
theoverall effectiveness. The three test types
are
heterogeneous
as
well
{Q
=
17.04,
p
=0.000
<
0.05)
。
Recognition
tests,
recall
tests,
and
recognition
+
recall
tests
have
effectsizes
of
3.59,0.71
and
0.37
respectively.
Technology-enhanced
English
vocabularylearning
achieves
the largest effectiveness in
recognition tests.
Abstract
The
present
study,
which
is
based
on
the
Competing
Values
Framework
(i.e.
CVF:a
framework
to
identify
the
organizational
effectiveness
and
to
define
organizationalculture)
，
< br>
aims to investigate English
teachers,
teaching
motivation
at
universities,
theirperception
of
the
organizational
culture
in
the
target
university,their
professionalaspiration
and
how
they
affect
each
other.
The
research questions to be addressed are
asfollows: (1) How do
the
English
teachers
perceive
the
organizational
culture
at
theirworkplace? (2) How
much effort will the teachers pay for
their professionalengagement and
aspiration? (3) What kinds
of
motivation
do the
English
teachers in
thetarget
university
appear
to
have?
(4)
How
will
the
organizational
culture
and
theprevious experience affect teachers'
motivation?
This study employed four different
questionnaires as the
research
instruments,including
one
demographic
questionnaire
and
three
research
questionnaires,
i.e.
thedemographic
questionnaire,
the
Organizational
Culture
Assessment
Instrument
(i.e.
theOCAI)
(Cameron
&
Quinn,
1999)
，
the
Professional Engagement and CareerDevelopment
Aspiration-scale
(i.e.
the
PECDA-scale)
(Watt
&
Richardson,
2008b)
，
andthe
Work
Tasks
Motivation
Scale
for
Teachers
Teaching (i.e. the WTMST) (Fernet et
al.,2008)
，
to investigate
the
above
mentioned
research
questions.
The
whole
investigationtook
roughly 12 weeks and involved three stages:
the preparation stage,the pilot
study,and the main study.
The findings of the present study show
that most of the
teachers
are
intrinsicallymotivated
and
with
identified
regulation
influenced by the performance culture and theclan
culture
which
are
the
dominant
culture
types
of
the
target
research site. Results alsoindicate
that the overseas experience
and length
of teaching experience affect teachers'perception
of tixe organizational culture and
motivation. The participants
who
haveoverseas experience tend to be more with the
sense
of
professionalism,
moreintrinsically
motivated
and
be
more
confident with their competence in the
academicarea; and the
ones who have
longer years of teaching experience are with
moreidentified regulation and
introjected motivation and are
more
committed and moreassured of staying in the
education
field. The participants in
the target universitybasically belong
to the highly engaged persisters,and
the male teachers expect
to be
theleadership.
Abstract
Owing to the economic, social and
academic needs as well
as
the
advantages
of
EGAP(General
Academic
Purpose
in