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Critical thinking in the context of Chinese postgraduate students’ thesis writing

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

 Pu, Shi
 2019
 p. 50-62 English
Language learningSecond language educationNgôn ngữ thứ haiCritical thinking,Tư duy phản biệnChinese studentsThesis writingPositioning theory+ 2 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 2019
Mô tả vật lý p. 50-62
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 Language learning
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 Positioning theory
Từ khóa tự do Cross-cultural analysis
Từ khóa tự do Viết luận văn
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
MARC
Hiển thị đầy đủ trường & trường con
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260[ ] |c 2019
300[1 0] |a p. 50-62
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
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653[0 ] |a Second language education
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653[0 ] |a Viết luận văn
773[0 ] |t Language, Culture and Curriculum |g Volume 32, No 1/2019
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