大学思辨英语教程的编写理念-孙有中教授

1、大学思辨英语教程编写理念编写理念孙有中孙有中 总主编总主编北京外国语大学北京外国语大学大学思辨英语教程大学思辨英语教程总主编：孙有中大学思辨英语教程大学思辨英语教程级别级别精读精读写作写作视听说视听说口语口语第一册语言与文化记叙文写作聆听生活文化之桥（对话）第二册文学与人生说明文写作品鉴文化沟通之道第三册社会与个人议论文写作观察社会演讲之法第四册哲学与文明学术写作走近学术辩论之术教材结构教材结构编写理念编写理念ACTA Ability-Oriented EducationT Thinking-Based LearningC Content and Language Integrated Ins

2、truction知技知技融合融合能力能力导向导向思辨思辨为本为本提提 纲纲能力导向的英语教育能力导向的英语教育知技融合的英语教学知技融合的英语教学思辨为本的英语学习思辨为本的英语学习ACTAAbility-Oriented Educationbility-Oriented Education人人文文素素养养英英语语运运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学学习习能能力力l人文价值：人文价值：爱人类、爱真理、爱文化、爱自然爱人类、爱真理、爱文化、爱自然l人文知识：人文知识：语言、文学、历史、哲学、艺术、宗教、社会语言、文学、历史、哲学、艺术、宗教、社会l人文品格：人文品格：博

3、学、审问、慎思、明辨、笃行博学、审问、慎思、明辨、笃行 人文素养人文素养 听力策略、分析性听力听听 交际学、讨论、演讲、辩论说说 分析性阅读、分层阅读读读写写 创作、学术写作、研究方法英语运用能力英语运用能力Anything Anything new?new?“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 prejudiced. Yet the quality

4、 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 critical critical thinking?

5、thinking?Impulsive thinkingIntuitive thinkingRoutine thinkingSloppy thinkingCritical Critical thinkingthinking EmersonWhat is the hardest thing in the world? To think.FacioneEducation is nothing more, nor less, than learning to think!Delphi Expert Consensus on CTDelphi Expert Consensus on CT“We unde

6、rstand 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 contextual considerations upon which that judgment is

7、based. CT is essential as a tool of inquiry. 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. The ideal critical thinker is habitually inquisitive,

8、well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation, honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria

9、, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit. Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield use

10、ful insights and which are the basis of a rational and democratic society.” CT models 1 2“Intercultural competence is the appropriate and effective management of interaction between people who, to some degree or another, represent different or divergent affective, cognitive, and behavioral orientati

11、ons to the world.” (B. H. Spitzberg and G. Changnon)跨文化能力跨文化能力18“ I n t i m e s o f i n c r e a s e d g l o b a l interdependence, producing interculturally competent citizens who can engage in informed, ethical decision-making when confronted with problems that involve a diversity of perspectives i

12、s becoming an urgent educational priority.” （King and Baxter Magolda）Why does Why does ICC matter?ICC matter?19“The need to develop in leaders the attitudes that go beyond tolerance toward embracing difference and living constructively and compassionately in a multicultural world is critical to the

13、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 essential in every human endeavor.” （Margaret D. Pusch）20“Education is therefore an ed

14、ucation 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 practicable alternatives.” (Bhikhu Parekh)21“Knowing that students and society could ultimat

15、ely 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 Antonio)Think Think locallylocally 中国立场，中国视角中国立场，中国视角Act Act globallyglobally 国际规则，合作共赢国际规则，合作共赢Think Th

16、ink globallyglobally 人类情怀，跨文化视角人类情怀，跨文化视角Act Act locallylocally 接地务实，爱国利民接地务实，爱国利民What do What do we mean by we mean by ICC?ICC?26 Dimensions of ICC自主学习能力自主学习能力10 Dimensions of 10 Dimensions of ALALC Ccontent and Language content and Language Integrated InstructionIntegrated InstructionDefinition of

17、 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 as a medium in the teaching and learning of non-language content” (CLIL/EMILE: The European Dimension, 15)Integration Integration is the key!is the key!contentcontentcontentcontentCONTENTLANGUAGEThe key is The key is Integration!Integration!知识内容知识内容Whats so Whats so different?different?百科的百科的零星的零星的感悟的感悟的学科的学科的系统的系统的思辨的思辨的What What remains remains unchanged?unchanged?词法句法句法篇章修辞准确准确流畅流畅译译写写读读说说听听基本功基本功T