我国外语类大学生思辨能力客观性量具构建的先导研究-文秋芳

2010年1月第31卷第1期　　　　　　　　　　　　　　　外语教学ForeignLanguageEducation　　　　　　　　　　　　　　　Jan.2010Vol.31No.1文秋芳1,赵彩然2,刘艳萍3,王海妹4,王建卿5(1.北京外国语大学中国外语教育研究中心北京100089;2.河北大学外语教研部河北保定071002;3.广西财经学院外语系广西南宁530003;4.山东财经行政学院外语系山东济南250014;5.山西忻州师范学院外语系山西忻州034000)　:为了解我国外语专业与非外语专业文科学生在思辨能力上是否存在差异,笔者构建了测量大学生思辨能力认知维度的客观性量具,并对来自3所高校的750名英语与非英语专业大学生进行了初步测试。量具的项目分析和信度检验结果表明,量具信度尚可,但题目偏易,区分度不够高。本文报告了量具的构建过程、检验结果和相关领域专家的咨询意见,为进一步修改完善思辨能力量具提供了前期数据。:外语专业;大学生思维能力;思辨能力;大学生思辨能力量具:H319　　:A　　:1000-5544(2010)01-0055-05Abstract:Inordertofindoutwhetherthereisanydifferenceincriticalthinkingskillsbetweenforeignlanguagemajorsandtheartsstudentsmajoringinothersubjects,weconstructacriticalthinkingskillstestwhichhasbeenthenadministeredto750studentsincludingbothEnglishmajorsandnon-Englishmajorsfromthreetertiaryinstitutions.Whilethereliabilitycoefficientofthetestisfairlyacceptable,theresultsofitemanalysisindicatethattheitemsaresomewhateasyandtheindiceofdiscrimi-nationneedfurtherimprovment.Thepaperreportshowthetesthasbeenconstructedandvalidatedaswellastheconsultingadvicefortestrevisionfromtheexpertsinthefieldofpsychology,psychologicalmeasurement,philosophyandaplliedlinguis-tics.Keywords:foreignlanguagemajor;collegestudents'criticalthinkingskills;criticalthinkingskills;universitystudents'criticalthinkingskillstest,,2008“”(08BYY026)。,,,。20085,《》(,2009)。:(Ameri-canPhilosophicalAssociation1990),PaulElder(2006),(2006),。,,。。、。20086。。。,,,。1.()(),。6,5,1;2080,。4,2;。。,。,,,,·55·。,,(construct),。,,。,,。,。,,、。,,。,。2.60,A、B,60。6010,6。303,10,,(2),。2.1量具题目的来源、,,。,,。,,。。1。表1.量具中题目的来源AB1(5)1272(4)233-(2)204(GCT)235(MBA)116(LSAT)207358(insightassessment.com)109《》(、,2006)3310《》(,2000)1111173030　(注:构建本量具所参考的文献,有的太长不便直接列在表中,我们就注出了该参考文献在后面所列文献中的顺序;有的是公开测试,每年都有,难以将其一一列在参考文献中。)1,(19)《》,2080,,2001。2007,。,,,,。2.2主要题型10。2。,,。表2.10种题型的题目数及举例14。?A.。　B.。　C.。　D.。26,,,。。:,。?A.,。　B.,。　C.。　D.,。36,。、。,。,。?A.,。B.,。C.,。D.,。46,22,60,75%,。,?A.。B.。C.。D.。56,、、、。::。:。:,。:。。,?A.,。B.,。C.,。D.,。66,;,。。A.,。,。B.,。,,。C.,。,。D.,。,。76。0.6,。,4,0.1,1。?A.4　B.5　C.6　D.9·56·86,,,。?A.,,,。B.,,。C.,。D.,,。96,100-300。,。,?A.,。B.,。C.,800。D.,。106,。?A.,。B.,,。C.,。D.,。3.3.1被测学生,(A)、(B)、(C)。1、2、31-2,12。、、,、、。。3。369,381,750。表3.3校英语与非英语专业参加测试的学生人数ABCABC12055421174237561352205539114303250112334663813853384313474176119369125107134381,,,,,3.2测试组织者与监考者3。,。,。。4。表4.测试导语内容及其说明1。,。,,。,。,,。230,A、B、C、D。。50,。。。3,3,。。,。3.3数据收集与分析200868-15。。,。,,,。A,B,。,,。50。AB510,50;C,15。,。:1)?2),?3)?4)?。,。。,EX-CEL,、,。。,,。:P=/;:D=P1(27%)-P2(27%)(1987)。SPSSSScaleReliability,alpha。4.、、5、,、Alpha。5,AB,.72。72%。,A.27,B.28。,B(.68)A(.64)。,,,。表5.两份测试卷的项目分析结果ABABABABABAB1.75.59.24.4711.67.70.37.2821.76.54.41.402.63.58.26.4312.64.73.31.2322.80.85.20.283.52.84.32.3213.49.85.32.2223.67.87.23.184.83.88.28.1614.53.75.22.1824.90.76.19.375.63.91.17.1715.96.63.08.4425.72.94.35.116.87.48.07.0516.68.57.37.3726.80.84.27.18·57·7.96.87.16.1417.75.76.32.3027.86.50.21.228.89.89.16.1418.58.64.21.4528.65.64.40.409.63.85.17.1619.84.65.18.2729.86.46.24.4010.60.55.37.4020.50.69.45.3630.55.67.41.37A:M=.72A:M=.27A(Alpha):.64B:M=.72B:M=.28B(Alpha):.68　　6。,,.39,30%,26,50%。,。表6.两套测试卷合二为一的难易度与区分度的分布情况及其评价标准6060.19010%.1918(30%).2～.39020%.20～.2410(16.7%).40～.5914(23.3%)40%.25～.296(10%),.60～.7924(40%)20%.30～.3913(21.7%).8022(36.6%)10%.4013(21.7%)　　.20～.2916,164。,16412。A2C、A18AB。16,。表7.区分度在.20～.29之间16道题的四个选项分布情况abcde＊abcdeA11918296591A273361415244A2247597810A29634421175A41132524330B11572504451A147021056551B12260333610A18761512290B13417304320A222810316371B192333176170A23940792642B22530215350A263143414283B2712325271801　(注:e＊代表未作任何选择的学生数),。,。、,,。,。,AB、C。,。90%,、,,。:57%“”,“”“”14%28%。,,,。,,。,。5.,,,。、、。。、,,。、,,。,,。,,,。、。,,,,,。、,。,。,。。。,。,,。,、、。6.,,,。10,“985”“211”,2000。,。,。、,。,。,,,。,(63)·58·writing[J].JournalofSecondLanguageWriting,1999(3):265-289.[15]Radecki,P.M.JohnM.S.ESLstudentreactiontowrittencom-mentsontheirwrittenwork[J].System,1988(16):355-365.[16]Schmidt,R.Theroleofconsciousnessinsecondlanguagelearning[J].AppliedLinguistics,1990(11):129-158.[17]Silva,T.TowardtheunderstandingofthedistinctnatureofL2writ-ing:TheESLresearchanditsimplications[J].TESOLQuarterly,1993(27):657-677.[18]Stanley,J.Coachingstudentswriterstobeeffectivepeerevaluators[J].JournalofSecondLanguageWriting,1992(3):217-233.[19]Tsui,A.B.M.Ng,M.DosecondaryL2writersbenefitfrompeercomments?[J].JournalofSecondLanguageWriting,2000(2):147-170.[20]Vygotsky,L.S.MindinSociety:TheDevelopmentofHigherPsycho-logicalProcesses[M].Cambridge,Mass:MITPress,1978.[21]Zamel,V.Respondingtostudentwriting[J].TESOLQuarterly,1985(19):79-101.[22]ZhuW.Interactionandfeedbackinmixedpeerresponsegroups[J].JournalofSecondLanguageWriting,2001(10):251-276.[23],　,　,.[J].,2004(6):69-72.[24].:[J].,2007(3):35-39.[25]　.?[J].,2004(1):54-56.[26].———[J].,1996(3):41-45.[27]　,,.[J].,2000(1):24-28.:本文系教育部十五规划首批研究资助项目研究成果之一,编号为01JA740032。:,,,。,,,。收稿日期　　2009-02-31责任编校　　(58)。。。,,。。,,。。。,,,,。[1]AmericanPhilosophicalAssociation.TheDelphiReportExecutiveSum-mary:ResearchFindingsandRecommendationsPreparedfortheCom-mitteeonPre-collegePhilosophy[R].(ERICDoc.No.ED315423).1990.[2]Watson,G.andGla