大學(xué)思辨英語教程的編寫理念孫有中教授

會計學(xué)1大學(xué)思辨英語教程的編寫理念孫有中教授大學(xué)思辨英語教程

總主編：孫有中第1頁/共39頁大學(xué)思辨英語教程級別精讀寫作視聽說口語第一冊語言與文化記敘文寫作聆聽生活文化之橋（對話）第二冊文學(xué)與人生說明文寫作品鑒文化溝通之道第三冊社會與個人議論文寫作觀察社會演講之法第四冊哲學(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A(yù)CTAbility-OrientedEducationThinking-BasedLearningContentandLanguageIntegratedInstruction知技融合能力導(dǎo)向思辨為本第3頁/共39頁提綱能力導(dǎo)向的英語教育知技融合的英語教學(xué)思辨為本的英語學(xué)習(xí)ACT第4頁/共39頁Ability-OrientedEducation第5頁/共39頁人文素養(yǎng)英語運用能力思辨能力跨文化能力自主學(xué)習(xí)能力第6頁/共39頁人文價值：愛人類、愛真理、愛文化、愛自然人文知識：語言、文學(xué)、歷史、哲學(xué)、藝術(shù)、宗教、社會人文品格：博學(xué)、審問、慎思、明辨、篤行

人文素養(yǎng)第7頁/共39頁聽聽力策略、分析性聽力說交際學(xué)、討論、演講、辯論讀分析性閱讀、分層閱讀寫創(chuàng)作、學(xué)術(shù)寫作、研究方法英語運用能力Anythingnew?第8頁/共39頁“Everyonethinks;itisournaturetodoso.Butmuchofourthinking,lefttoitself,isbiased,distorted,partial,uninformedordown-rightprejudiced.Yetthequalityofourlifeandthatofwhatweproduce,make,orbuilddependspreciselyonthequalityofourthought.Shoddythinkingiscostly,bothinmoneyandinqualityoflife.Excellenceinthought,however,mustbesystematicallycultivated.”（Paul&Elder）思辨能力Whycriticalthinking?第9頁/共39頁ImpulsivethinkingIntuitivethinkingRoutinethinkingSloppythinkingCriticalthinking第10頁/共39頁EmersonWhatisthehardestthingintheworld?Tothink.FacioneEducationisnothingmore,norless,thanlearningtothink!第11頁/共39頁DelphiExpertConsensusonCT“Weunderstandcriticalthinkingtobepurposeful,self-regulatoryjudgmentwhichresultsininterpretation,analysis,evaluation,andinference,aswellasexplanationoftheevidential,conceptual,methodological,criteriological,orcontextualconsiderationsuponwhichthatjudgmentisbased.CTisessentialasatoolofinquiry.第12頁/共39頁Assuch,CTisaliberatingforceineducationandapowerfulresourceinone'spersonalandciviclife.Whilenotsynonymouswithgoodthinking,CTisapervasiveandself-rectifyinghumanphenomenon.Theidealcriticalthinkerishabituallyinquisitive,well-informed,trustfulofreason,open-minded,flexible,fair-mindedinevaluation,第13頁/共39頁honestinfacingpersonalbiases,prudentinmakingjudgments,willingtoreconsider,clearaboutissues,orderlyincomplexmatters,diligentinseekingrelevantinformation,reasonableintheselectionofcriteria,focusedininquiry,andpersistentinseekingresultswhichareaspreciseasthesubjectandthecircumstancesofinquirypermit.第14頁/共39頁Thus,educatinggoodcriticalthinkersmeansworkingtowardthisideal.ItcombinesdevelopingCTskillswithnurturingthosedispositionswhichconsistentlyyieldusefulinsightsandwhicharethebasisofarationalanddemocraticsociety.”

>>>CTmodels1

2第15頁/共39頁“Interculturalcompetenceistheappropriateandeffectivemanagementofinteractionbetweenpeoplewho,tosomedegreeoranother,representdifferentordivergentaffective,cognitive,andbehavioralorientationstotheworld.”(B.H.SpitzbergandG.Changnon)跨文化能力第16頁/共39頁18“Intimesofincreasedglobalinterdependence,producinginterculturallycompetentcitizenswhocanengageininformed,ethicaldecision-makingwhenconfrontedwithproblemsthatinvolveadiversityofperspectivesisbecominganurgenteducationalpriority.”

（KingandBaxterMagolda）WhydoesICCmatter?第17頁/共39頁19“Theneedtodevelopinleaderstheattitudesthatgobeyondtolerancetowardembracingdifferenceandlivingconstructivelyandcompassionatelyinamulticulturalworldiscriticaltothesurvivalofhumankindandtheplanet….Leaderswhocanfunctionacrosscultures,whocancreateandsustainsystemsthatdrawonthestrengthsofthosedifferences,andwhoallowinnovativeapproachestoemergeareessentialineveryhumanendeavor.”

（MargaretD.Pusch）第18頁/共39頁20“Educationisthereforeaneducationinfreedom–--freedomfrominheritedbiasesandnarrowfeelingsandsentiments,aswellasfreedomtoexploreotherculturesandperspectivesandmakeone’sownchoicesinfullawarenessofavailableandpracticablealternatives.”(BhikhuParekh)第19頁/共39頁21“Knowingthatstudentsandsocietycouldultimatelybenefitfromcross-culturallearning,butfailingtotakethenecessarystepstointentionallycreateenablingconditions[inand]outsidetheclassroomisdownrightirresponsible.”(HarperandAntonio)第20頁/共39頁Thinklocally中國立場，中國視角Actglobally國際規(guī)則，合作共贏Thinkglobally人類情懷，跨文化視角Actlocally接地務(wù)實，愛國利民WhatdowemeanbyICC?26DimensionsofICC第21頁/共39頁自主學(xué)習(xí)能力10DimensionsofAL第22頁/共39頁CcontentandLanguage

IntegratedInstruction第23頁/共39頁DefinitionofCLIL“anydual-focusededucationalcontextinwhichanadditionallanguage,thusnotusuallythefirstlanguageofthelearnersinvolved,isusedasamediumintheteachingandlearningofnon-languagecontent”(CLIL/EMILE:TheEuropeanDimension,15)第24頁/共39頁第25頁/共39頁第26頁/共39頁Integrationisthekey!第27頁/共39頁contentcontentcontentcontentCONTENTLANGUAGEThekeyisIntegration!第28頁/共39頁知識內(nèi)容What’ssodifferent?百科的零星的感悟的學(xué)科的系統(tǒng)的思辨的第29頁/共39頁Whatremainsunchanged?詞法句法篇章修辭準(zhǔn)確流暢譯寫讀說聽基本功第30頁/共39頁Thinking-BasedLearning第31頁/共39頁知識探究語言習(xí)得Thinking-BasedLearning文明互鑒第