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  • Critical thinking in the context of Chinese postgraduate students’ thesis writing:
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
Đề mục chủ đề Language learning
Thuật ngữ không kiểm soát Second language education
Thuật ngữ không kiểm soát Ngôn ngữ thứ hai
Thuật ngữ không kiểm soát Critical thinking,
Thuật ngữ không kiểm soát Tư duy phản biện
Thuật ngữ không kiểm soát Chinese students
Thuật ngữ không kiểm soát Thesis writing
Thuật ngữ không kiểm soát Positioning theory
Thuật ngữ không kiểm soát Cross-cultural analysis
Thuật ngữ không kiểm soát Viết luận văn
Nguồn trích Language, Culture and Curriculum- Volume 32, No 1/2019
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0410 |aeng
044 |aenk
1001 |aPu, Shi
24510|aCritical thinking in the context of Chinese postgraduate students’ thesis writing:|ba positioning theory perspective / |cShi Pu, Michael Evans
260|c2019
30010|ap. 50-62
520 |aWhile 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
65000|aLanguage learning
6530 |aSecond language education
6530 |aNgôn ngữ thứ hai
6530 |aCritical thinking,
6530 |aTư duy phản biện
6530 |aChinese students
6530 |aThesis writing
6530 |aPositioning theory
6530 |aCross-cultural analysis
6530|aViết luận văn
7730 |tLanguage, Culture and Curriculum|gVolume 32, No 1/2019
890|a0|b0|c0|d0

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