CHAPTER 1 INTRODUCTION 1
1.1 Introduction 5
1.2 Statement of Dissertation Objectives 6
1.3 Research Questions 6
1.4 Significance of the Study 7
1.5 Research Methodology 8
1.6 The Interdisciplinary Nature of the Dissertation 8
1.7 Outline of the Dissertation 11
1.8 Concluding Remarks 12
CHAPTER 2 LITERATURE REVIEW 12
2.1 Tradition of Critical Thinking and Its Definitions 14
2.2 Concepts and Various Definitions of Critical Thinking 18
2.3 Related Theories and Research on Critical Thinking 24
2.4 Analysis and Discussion of the Application of Critical Thinking in Texts and Teaching 30
2.5 Research on How Critical Thinking Models are Used in Teaching in the USA 32
2.6 Chapter Summary and Reflections 35
CHAPTER 3 CRITICAL THINKING TRADITIONS AND PRES-ENT RESEARCH IN CHINA 35
3.1 Traditions of Critical Thinking in Chinese Culture 37
3.2 Comparison of the Chinese Philosophy of Critical Thinking with the Western Approach 39
3.3 Research on Critical Thinking at Teaching at Present China 42
3.4 Text Analysis of Three Samples of Chinese Students' Essays 46
3.5 Chapter Summary and Reflections 47
CHAPTER 4 COMPARATIVE DISCUSSION ON HOW CRITI-CAL THINKING IS PRACTICED AT THE UNI-VERSITY LEVEL IN THE USA AND CHINA:EX-AMPLES FROM UNIVERSITY OF LOUISVILLE,USA AND DEZHOU UNIVERSITY,SHANDONG,CHINA 48
4.1 Introduction to the Quality Enhancement Plan(QEP)of the Uni-versity of Louisville(U of L)to Foster Students'Critical Thinking 49
4.2 Teachers' application in using both Bloom's Taxonomy and Paul-Elder's Critical Thinking Framework at the University of Louisville，USA 60
4.3 The Measurement of Chinese Students' Critical Thinking Skills in Writing 82
4.4 Chapter Summary and Conclusions 83
CHAPTER 5 FACTORS THAT INFLUENCE THE FOSTERING OF CHINESE STUDENTS' CRITICAL THINKING IN ENGLISH EDUCATION 83
5.1 Introduction 84
5.2 Factors that Should be Considered in Developing Students' Critical Thinking Skills 85
5.3 Teachers' Role in Developing Students' Critical Thinking 91
5.4 Chinese English Teachers' Cognition of Critical Thinking and Ability to Teach Critical Thinking 99
5.5 Materials Chosen for Helping Develop Learners' Critical Think-ing 95
5.6 Summary and Reflections 96
CHAPTER 6 CONSTRUCTION OF MODELS FOR TEACHING CRITICAL THINKING TO CHINESE STUDENTS IN ENGLISH EDUCATION 97
6.1 Introduction and Theory Justification 97
6.2 The Proposed Critical Thinking Models to Teach Chinese Students in English Education:Course Outline and Justifica-tion Model for Teaching English Reading 98
6.3 Summary and Reflections 117
CHAPTER 7 CONCLUSION 120
REFERENCES 125
APPENDICES 134
CURRICULUM VITAE 178