| Foreign language education circles have been paying more attention to the cultivation and development of core literacy in addition to the continuous development of core literacy research around the world.Meanwhile,the core literacy framework for student development in China is gradually taking shape.As one of the core literacy that cannot be ignored in the process of students’ development,thinking quality,which is both a personality characteristic of thinking and an important indicator of intelligence level,has been highly focused on in the core literacy frameworks of many countries and regions.Traditionally,English majors’ education has paid too much attention to cultivating skills and ignored their thinking quality,which resulted in the phenomenon of narrow knowledge,absence of reasoning and low thinking quality of English majors.Therefore,the research on the thinking quality of English majors needs to be carried out urgently.In recent years,Content and Language Integration(CLI)and the flipped classroom teaching model have been increasingly called for in foreign language majors.The former is dedicated to the educational goals of language proficiency,knowledge,thinking,and quality in many aspects,helping students to acquire multiple abilities,knowledge and quality including the target language through the organic integration of content and language.While the latter is student-centered and highlights the use of language by students and promotes deeper learning and helps foster the development of higher-order thinking such as analysis,evaluation,and creativity.In particular,the online flipped classroom during the epidemic period provides new ideas to better accomplish online teaching and learning.However,it is worth exploring how the thinking quality of English majors’ develops under the CLI online flipped classroom and what are the factors that influence it.Therefore,this study uses Lin’s five dimensions of thinking quality as a theoretical framework,and uses 55 English majors in a northeastern university as research subjects through questionnaires,essays,interviews,and classroom observations and then analyzes the data qualitatively and quantitatively to investigate the development of English majors’ thinking quality and its influencing factors in the CLI online flipped classroom.Three main research questions are raised as follows to investigate the Thinking Quality of English majors in the CLI online flipped classroom:(1)Does English majors’ Thinking Quality change significantly after one-semesterCLI online flipped classroom?(2)What changes happen to English majors’ Thinking Quality in the process ofone-semester CLI online flipped classroom?(3)What are the main factors that may affect Thinking Quality of English majors inthe CLI online flipped classroom?The study found that the self-perceived thinking quality of English majors did not change significantly after the one-semester CLI online flipped classroom,but the results of the first and last writing showed that students’ thinking quality changed significantly,which further verified the implicit nature of thinking quality.In the process,all dimensions of students’ thinking quality showed an overall upward trend,while the second and fifth writing showed decline in varying degrees.The factors that affect thinking quality are mainly divided into internal and external aspects.The internal factors mainly include educational background,mentality,familiarity with the subject and so on.External factors mainly include teaching practice(previewing,classroom interaction,activities etc.),educational philosophy(focusing on the integration of language and content),and environmental factors(physical environment,network environment,etc.).Although the time span of the study is short,the results of this study can provide some enlightenment for improving the teaching of English majors and improving the students’ thinking quality. |
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