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Critical thinking in the context of Chinese postgraduate students’ thesis writing a positioning theory perspective

Critical thinking in the context of Chinese postgraduate students’ thesis writing a positioning theory perspective

 Pu, Shi
 Taylor & Francis Group, 2019.
 UK : p. 50-62 ; 26 cm. English ISSN: 07908318
Giáo dục sau đại họcLanguage and cultureViết luận vănSecond language educationNgôn ngữ thứ haiCritical thinkingTư duy phản biệnChinese students+ 4 từ khóa
Tác giả CN Pu, Shi
Nhan đề Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / Shi Pu, Michael Evans
Thông tin xuất bản UK : Taylor & Francis Group, 2019.
Mô tả vật lý p. 50-62 ; 26 cm.
Tóm tắt While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts.
Thuật ngữ chủ đề Giáo dục sau đại học-Viết luận văn
Từ khóa tự do Language and culture
Từ khóa tự do Viết luận văn
Từ khóa tự do Second language education
Từ khóa tự do Ngôn ngữ thứ hai
Từ khóa tự do Critical thinking
Từ khóa tự do Tư duy phản biện
Từ khóa tự do Chinese students
Từ khóa tự do Thesis writing
Từ khóa tự do Cross-cultural analysis
Từ khóa tự do Phân tích đa văn hóa
Từ khóa tự do Phân tích đa chiều
Tác giả(bs) CN Evans, Michael
Nguồn trích Language, Culture and Curriculum- Vol. 32, No.1/ 2019
MARC
Hiển thị đầy đủ trường & trường con
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100[1 ] |a Pu, Shi
245[1 0] |a Critical thinking in the context of Chinese postgraduate students’ thesis writing: a positioning theory perspective / |c Shi Pu, Michael Evans
260[ ] |a UK : |b Taylor & Francis Group, |c 2019.
300[ ] |a p. 50-62 ; |c 26 cm.
520[ ] |a While research exists on the effectiveness of pedagogical methods in relation to the development of Chinese students’ critical thinking (CT), there has been little research on Chinese students’ experiences around CT in relation to their own contexts. This paper reports on the findings of a study that investigated the experiences of the use of CT by 29 Chinese postgraduate students studying in a range of contexts in China and the UK. All student participants were engaged in second language education at Master’s level. Data were collected mainly through ethnographic interviews and analysed within the framework of positioning theory. The findings reveal that the students’ use of CT skills was not only a demonstration of ability but also a consequence of their positioning. In the context of thesis writing, the students’ positioning was exercised as perceived rights and duties regarding knowledge, directed by their own goals for personal development. The study has implications for research and teaching of CT in cross-cultural contexts.
650[1 7] |a Giáo dục sau đại học |x Viết luận văn
653[0 ] |a Language and culture
653[0 ] |a Viết luận văn
653[0 ] |a Second language education
653[0 ] |a Ngôn ngữ thứ hai
653[0 ] |a Critical thinking
653[0 ] |a Tư duy phản biện
653[0 ] |a Chinese students
653[0 ] |a Thesis writing
653[0 ] |a Cross-cultural analysis
653[0 ] |a Phân tích đa văn hóa
653[0 ] |a Phân tích đa chiều
700[1 ] |a Evans, Michael
773[ ] |t Language, Culture and Curriculum |g Vol. 32, No.1/ 2019
890[ ] |a 0 |b 0 |c 0 |d 0