大學(xué)思辨英語教程的編寫理念孫有中教授PPT課件

1、大學(xué)思辨英語教程大學(xué)思辨英語教程總主編：孫有中總主編：孫有中第1頁/共39頁大學(xué)思辨英語教程大學(xué)思辨英語教程級(jí)別級(jí)別精讀精讀寫作寫作視聽說視聽說口語口語第一冊(cè)語言與文化記敘文寫作聆聽生活文化之橋（對(duì)話）第二冊(cè)文學(xué)與人生說明文寫作品鑒文化溝通之道第三冊(cè)社會(huì)與個(gè)人議論文寫作觀察社會(huì)演講之法第四冊(cè)哲學(xué)與文明學(xué)術(shù)寫作走近學(xué)術(shù)辯論之術(shù)教材結(jié)構(gòu)第2頁/共39頁編寫理念編寫理念A(yù)CTA Ability-Oriented EducationT Thinking-Based LearningC Content and Language Integrated Instruction知技知技融合融合能力能力導(dǎo)向?qū)?/p>

2、思辨思辨為本為本第3頁/共39頁提提 綱綱能力導(dǎo)向的英語教育能力導(dǎo)向的英語教育知技融合的英語教學(xué)知技融合的英語教學(xué)思辨為本的英語學(xué)習(xí)思辨為本的英語學(xué)習(xí)ACT第4頁/共39頁AAbility-Oriented Educationbility-Oriented Education第5頁/共39頁人人文文素素養(yǎng)養(yǎng)英英語語運(yùn)運(yùn)用用能能力力思思辨辨能能力力跨跨文文化化能能力力自自主主學(xué)學(xué)習(xí)習(xí)能能力力第6頁/共39頁人文價(jià)值：人文價(jià)值：愛人類、愛真理、愛文化、愛自然愛人類、愛真理、愛文化、愛自然人文知識(shí)：人文知識(shí)：語言、文學(xué)、歷史、哲學(xué)、藝術(shù)、宗教、社會(huì)語言、文學(xué)、歷史、哲學(xué)、藝術(shù)、宗教、社會(huì)人文品格：人

3、文品格：博學(xué)、審問、慎思、明辨、篤行博學(xué)、審問、慎思、明辨、篤行 人文素養(yǎng)人文素養(yǎng)第7頁/共39頁 聽力策略、分析性聽力聽聽 交際學(xué)、討論、演講、辯論說說 分析性閱讀、分層閱讀讀讀寫寫 創(chuàng)作、學(xué)術(shù)寫作、研究方法英語運(yùn)用能力英語運(yùn)用能力Anything Anything new?new?第8頁/共39頁“Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejud

4、iced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated. ”（Paul & Elder）思辨能力思辨能力Why Why critic

5、al critical thinking?thinking?第9頁/共39頁Impulsive thinkingIntuitive thinkingRoutine thinkingSloppy thinkingCritical Critical thinkingthinking第10頁/共39頁 EmersonWhat is the hardest thing in the world? To think.FacioneEducation is nothing more, nor less, than learning to think!第11頁/共39頁Delphi Expert Conse

6、nsus on CTDelphi Expert Consensus on CT“We understand critical thinking critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or context

7、ual considerations upon which that judgment is based. CT is essential as a tool of inquiry. 第12頁/共39頁As such, CT is a liberating force in education and a powerful resource in ones personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon

8、. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, 第13頁/共39頁honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seek

9、ing relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. 第14頁/共39頁Thus, educating good critical thinkers means working toward this ideal. It combines developin

10、g CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society.” CT models 1 2第15頁/共39頁“Intercultural competence is the appropriate and effective management of interaction between people who, to some degree or anoth

11、er, represent different or divergent affective, cognitive, and behavioral orientations to the world.” (B. H. Spitzberg and G. Changnon)跨文化能力跨文化能力第16頁/共39頁17“In times of increased global interdependence, producing interculturally competent citizens who can engage in informed, ethical decision-making

12、when confronted with problems that involve a diversity of perspectives is becoming an urgent educational priority.” （King and Baxter Magolda）Why does Why does ICC matter?ICC matter?第17頁/共39頁18“The need to develop in leaders the attitudes that go beyond tolerance toward embracing difference and livin

13、g constructively and compassionately in a multicultural world is critical to the survival of humankind and the planet. Leaders who can function across cultures, who can create and sustain systems that draw on the strengths of those differences, and who allow innovative approaches to emerge are essen

14、tial in every human endeavor.” （Margaret D. Pusch）第18頁/共39頁19“Education is therefore an education in freedom-freedom from inherited biases and narrow feelings and sentiments, as well as freedom to explore other cultures and perspectives and make ones own choices in full awareness of available and pr

15、acticable alternatives.” (Bhikhu Parekh)第19頁/共39頁20“Knowing that students and society could ultimately benefit from cross-cultural learning, but failing to take the necessary steps to intentionally create enabling conditions in and outside the classroom is downright irresponsible.” (Harper and Anton

16、io)第20頁/共39頁Think Think locallylocally 中國(guó)立場(chǎng)，中國(guó)視角中國(guó)立場(chǎng)，中國(guó)視角Act Act globallyglobally 國(guó)際規(guī)則，合作共贏國(guó)際規(guī)則，合作共贏Think Think globallyglobally 人類情懷，跨文化視角人類情懷，跨文化視角Act Act locallylocally 接地務(wù)實(shí)，愛國(guó)利民接地務(wù)實(shí)，愛國(guó)利民What do What do we mean by we mean by ICC?ICC?26 Dimensions of ICC第21頁/共39頁自主學(xué)習(xí)能力自主學(xué)習(xí)能力10 Dimensions of 10 Dim

17、ensions of ALAL第22頁/共39頁C Ccontent and Language content and Language Integrated InstructionIntegrated Instruction第23頁/共39頁Definition of CLILDefinition of CLIL“any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used a

18、s a medium in the teaching and learning of non-language content” (CLIL/EMILE: The European Dimension, 15)第24頁/共39頁第25頁/共39頁第26頁/共39頁Integration Integration is the key!is the key!第27頁/共39頁contentcontentcontentcontentCONTENTLANGUAGEThe key is The key is Integration!Integration!第28頁/共39頁知識(shí)內(nèi)容知識(shí)內(nèi)容Whats so Whats so different?different?百科的百科的零星的零星的感悟的感悟的學(xué)科的學(xué)科的系統(tǒng)的系統(tǒng)的思辨的思辨的第29頁/共39頁What What remains remains unchanged?unchanged?詞法句法句法篇章修辭準(zhǔn)確準(zhǔn)確流暢流暢譯譯寫寫讀讀說說聽聽基本功基本功第30頁/共39頁TThinking-Based Learning第31頁/共39頁Thinking-Based Learning語言語言習(xí)得習(xí)得知識(shí)知識(shí)探究探究文明文