大学思辨英语教程的编写理念孙有中教授PPT课件

1、大学思辨英语教程大学思辨英语教程总主编：孙有中总主编：孙有中第1页/共39页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第2页/共39页编写理念编写理念ACTA Ability-Oriented EducationT Thinking-Based LearningC Content and Language Integrated Instruction知技知技融合融合能力能力导向导向

2、思辨思辨为本为本第3页/共39页提提 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ACT第4页/共39页AAbility-Oriented Educationbility-Oriented Education第5页/共39页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第6页/共39页人文价值：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、社会人文品格：人

3、文品格：博学、审问、慎思、明辨、笃行博学、审问、慎思、明辨、笃行 人文素养人文素养第7页/共39页 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?第8页/共39页“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页/共39页Impulsive thinkingIntuitive thinkingRoutine thinkingSloppy thinkingCritical Critical thinkingthinking第10页/共39页 EmersonWhat is the hardest thing in the world? To think.FacioneEducation is nothing more, nor less, than learning to think!第11页/共39页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页/共39页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页/共39页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页/共39页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页/共39页“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页/共39页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页/共39页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页/共39页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页/共39页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页/共39页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 Think 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第21页/共39页自主学习能力自主学习能力10 Dimensions of 10 Dim

17、ensions of ALAL第22页/共39页C Ccontent and Language content and Language Integrated InstructionIntegrated Instruction第23页/共39页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页/共39页第25页/共39页第26页/共39页Integration Integration is the key!is the key!第27页/共39页contentcontentcontentcontentCONTENTLANGUAGEThe key is The key is Integration!Integration!第28页/共39页知识内容知识内容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第29页/共39页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第30页/共39页TThinking-Based Learning第31页/共39页Thinking-Based Learning语言语言习得习得知识知识探究探究文明文