博士英语教学大纲2006

1、Wuhan University 博 士 英 语 教 学 大 纲 博士研究生英语教学一教学目的及目标以感受语言，认识语言，应用语言为主导，以提高学生的实际应用能力为目标。在反思语言习得的过程中，探索一种全新的教学模式（源于且高于单一语言层面的教学，即基于语篇层面的文本结构，在语篇层面上对文本进行三位一体的诠释，了解英美族人的思维方式），增强论文和学术研究中的批判性思维的意识，培养批判性思维的习惯（通过洞察力达到更深层次的知识和理解），强化创造性技能（区别于侧重于以听力和阅读为主导的接受性技能），即提高学生交际和写作的能力，使之符合清晰性、准确性、精确性、相关性、深度、广度、逻辑和意义的评价标准

2、（限于课时，故侧重于理念教学，本源教学，形态教学，方法论教学，从认识论的角度培养学生的解构能力）。二教学理念从传统的侧重于语言层面的教学观念转移到以思维层面为主导，兼顾语言层面的全新的教学观念，即了解英美族人怎么想、怎么组织思想、怎么表达的思维层面，从而实现正确的交际目的（怎么用），完善学习的对象（学以致用），而不只停留在单一的体现语法与词汇的语句即语言层面。语言是表达思想的物质载体, 是逻辑思维的工具, 是思维过程的再现；而思维对世界的反映是借助于语言来实现的。三教学定位以思维模式为切入点（显著区别于本科生，即通过纯粹的联想或死记硬背以及练习来完成的低阶段的学习；硕士生，即大量的知识积累却缺

3、乏知识自身的相关逻辑，偏感性的、无意识的、非系统化的分析讨论；以及其他兄弟院校的英语教学，具有武汉大学特色的博士研究生英语教学），提高学生的综合分析能力，倡导英语学习的方法论，以期突破英语学习的瓶颈问题。知其然更力求知其所以然，强化实践过程中的批判性思维能力（分析性、逻辑性、系统化）。四教学手段/方法以三位一体（角度的界定，文献的摘录，功能的区分）的训练方法完成对文本的解构， 运用批判性思维的分析能力，以期了解英美族人的思维方式即what to write， 组织布局即how to write和结构功能即why to write。如下所示： PARAGRAPH PASSAGEperspecti

4、vekey word(s)structurewhat isthe point of viewwhat isthe informationwhat isthe functionHowto writewhatto writeWhyto write五教学内容及计划在一学期的课堂教学实践中，重点比较，解析不同文章（分别为不同风格的书籍、评论及演讲的体裁，以及兼顾文理学科的有关计算机、经济与哲学的不同题材），通过异同点的比较，了解英美族人的共性的思维模式，透视写作和口头交际的实质。同时辅以涉及文化背景的口语表达训练及写作能力练习，帮助学生重新审视并总结自己的英语学习进程。六教学测试，评估及成绩管理课堂教

5、学强调应用能力的提高，因此，在测试评估环节秉承这一要求，体现为强调主观能动性的写作项和口语实践项（缺一不可），而非客观性的选项。口语实践项为学生自选，或为教学中期的演讲，或为教学后期的小组讨论/辩论。写作项即笔试为课程测试（内容及方法为课堂所授），而非入学式的水平测试，以适应不同层次不同年龄不同水平的博士研究生学习。见下表：博 士 研 究 生 英 语 笔 试 模 式测 试 项百分比材料来源及要求 阅卷要求I. Documental AnalysisBlank-filling20%In the text bookCritical thinking understanding & analysis

6、以答案要点正确 为给分原则II. Article AnalysisChart-filling15%Beyond the text bookPattern of thinkingreceptive ability checking以单词而非句子为单位答案合理即可给分III. Academic Writing More than 300 words25%one topicPattern of thinkingproductive ability checking 以 字数-内容- 结构-逻辑-布局-表达为给分原则特点：及格容易，高分体现高水平，即保障与选拔原则：尊重试卷，尊重考生，公平，公正，经得

7、起检查。说明：突出“解构产出”功能，彰显应用（思维-布局-表达）能力。成绩构成：总成绩 = 考试成绩（70%）包括口语Oral（10%）和笔试Written（60% ）+ 随堂及课外实践活动Assignment & Activity（30），其中Assignments & Activity 选择性包括千字文章一篇，论文摘要一篇, 若干篇批判性思维写作比较及课上讨论）。成绩记载为十级制即A+（96-100）A（90-95）A-（85-89）B+（80-84）B（75-79）B-（70-74）C+（67-69）C（63-66）C-（60-62）D（0-59）成绩为者需重修课程。七教学要求在博士研究

8、生英语的教学实践中，需要教师和学生更新传统的教学观念，倡导教与学两方面的互动。教师方面：认真负责，不断创新，具有前沿意识，善于启发学生，培养并强化学生的综合分析能力，提高学生的交际运用能力。学生方面：勤于思考，勇于挑战，大胆实践，避免传统而机械地死记硬背，更非被动地一味接受。充分运用批判性思维的分析能力，在更高层次上完善自我，即说出英美族人能听懂的话，写出英美报刊能接受的文章。八教学辅助与相关部门配合，提供课外第二课堂的辅助学习，如：在研究生院网站（）下载中心上提供可供下载的相关学习资料（教学计划，部分课外练习，参考译文等）。 博士研究生英语教研室 2013年9月附：武 汉 大 学博士研究生英

9、语试题说明：1. 所有答案均写在答题纸上。2. 用汉语正楷写清自己的姓名、学号、所在院系及任课教师。 3. 考试时间为100分钟。Part I Documental Analysis 20%Attention: Analyze the following paragraph according to the requirements of topic, perspective(aspect), method , skill, and questions.But as the Grand Narrative of Progress came to dominate other values an

10、d views, it cast a malignant shadow. The invention of the automobile was the quintessence of progress, but it left overcrowded highways, air pollution, and deforestation in its wake. Fertilizers increased crop production but also increased the growth of algae in lakes and canals. The discovery of po

11、werful insecticides-first greeted with enthusiasm and a Nobel Prize-was followed by the unintentional poisoning of fish, birds, and animals. Nuclear power plants increased available energy but led to storage problems, life-threatening contamination, and at least one accident with worldwide repercuss

12、ions. The waste products of technological living began to choke great cities and foul once-pristine lands. Although Western housing, clothing, and religion were brought to aboriginal people, and the rate of infectious disease went down, the rate of alcoholism, drug addiction, suicide, and spouse and

13、 child abuse went up.Part II Article Analysis 15%Attention: Fill the chart according to the requirements based on your understanding of the following article.1. We live in times that are harsh but exciting, where everyone agrees that we are moving to a new level of civilization. Principles, values,

14、ways of life, will no longer be the same; but as yet we are not really ready for these changes; we are faced with inventing the future and also bringing it into operation, progressively; we make experiments and we frequently make mistakes; but we are beginning to know what we want when we talk of ju

15、stice, freedom and democracy. The scientific and technological community is directly involved in the questions that arise. Following those of our generation, the demands of your generation will continue until these aims have been at least partially achieved.2. The closeness of scientific problems to

16、 political problems is such that scientific workers are not, far from it, protected from socio-economic vicissitudes. So much so that they sometimes express the same needs as all other workers and join them in this context; but they also call for specific measures. Like everyone else we need freedom

17、 but we especially need freedom of expression for our scientific and technological ideas; we need this even if it is only to put them forward for criticism. We dont ask for any particular privilege but we would like the efforts made to be evaluated at their actual worth, in the interests of society.

18、 3. If our federation is so active in working for a statement of the rights and responsibilities of scientific workers, it is because we wish to resolve this problem in a way appropriate to most countries.4. So you will certainly play an important part in society, even if this is not always readily

19、recognized by society, because scientific and technological knowledge and expertise are the context in which future economic, social and political changes will take place. Whatever you do, you cannot ignore them and, whatever is said, society will not be able to ignore you. You will also have a deci

20、sive part to play, and perhaps an even more difficult one, in the scientific and technological community itself. The whole extension of this community and its interaction with society as a whole leads scientific workers to get involved in all political debates, crises and decisions. You will have to

21、 note the essential demands of science as such; it is not simply a matter of protecting society from unacceptable consequences; one must also protect scientific activity from political and financial meddling. 5. It is vital to safeguard the basic honesty of science, the honesty that is basic to its

22、method. Whenever, in the history of science, this honesty has been set aside, the consequences have been serious. I am not speaking merely of the suicide or disgrace of an individual but of the social and economic damage arising from such lapses. There are worse possibilities: at a time when problem

23、s are increasingly complex, with ever widening political implications, we need science to be technically dependable and socially credible. In a world of turbulence, sciences saving grace is not simply material but lies in its rationality. Part III Writing 25%Attention: Write an essay on the following topic with substantial evidence and good reasoning (e.g. in a linear way) in more than 300 words.How to Write English Well as a PhD Candidate - On My Class Experience院系： 学号： 姓名： 任课教师： 座位号： - 密 - 封 - 线 - - 密 - 封 - 线 -Achievement TestFor PhD. Candid