大學(xué)思辨英語教程的編寫理念孫有中教授課件

《大學(xué)思辨英語教程》

編寫理念孫有中總主編北京外國語大學(xué)《大學(xué)思辨英語教程》

編寫理念孫有中總主編1大學(xué)思辨英語教程

總主編：孫有中大學(xué)思辨英語教程

總主編：孫有中2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)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3編寫理念A(yù)CTAbility-OrientedEducationThinking-BasedLearningContentandLanguageIntegratedInstruction知技融合能力導(dǎo)向思辨為本編寫理念A(yù)CTAbility-OrientedEducat4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)5Ability-OrientedEducationAbility-OrientedEducation6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)能力人文英語運用能力思辨跨文化能力自主學(xué)習(xí)能力7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)人文素養(yǎng)8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?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9“Everyonethinks;itisournaturetodoso.Butmuchofourthinking,lefttoitself,isbiased,distorted,partial,uninformedordown-rightprejudiced.Yetthequalityofourlifeandthatofwhatweproduce,make,orbuilddependspreciselyonthequalityofourthought.Shoddythinkingiscostly,bothinmoneyandinqualityoflife.Excellenceinthought,however,mustbesystematicallycultivated.”（Paul&Elder）思辨能力Whycriticalthinking?思辨能力Whycriticalthinking?10ImpulsivethinkingIntuitivethinkingRoutinethinkingSloppythinkingCriticalthinkingImpulsivethinkingIntuitiveth11EmersonWhatisthehardestthingintheworld?Tothink.FacioneEducationisnothingmore,norless,thanlearningtothink!Whatisthehardestthingint12DelphiExpertConsensusonCT“Weunderstandcriticalthinkingtobepurposeful,self-regulatoryjudgmentwhichresultsininterpretation,analysis,evaluation,andinference,aswellasexplanationoftheevidential,conceptual,methodological,criteriological,orcontextualconsiderationsuponwhichthatjudgmentisbased.CTisessentialasatoolofinquiry.DelphiExpertConsensusonCT13Assuch,CTisaliberatingforceineducationandapowerfulresourceinone'spersonalandciviclife.Whilenotsynonymouswithgoodthinking,CTisapervasiveandself-rectifyinghumanphenomenon.Theidealcriticalthinkerishabituallyinquisitive,well-informed,trustfulofreason,open-minded,flexible,fair-mindedinevaluation,Assuch,CTisaliberatingfo14honestinfacingpersonalbiases,prudentinmakingjudgments,willingtoreconsider,clearaboutissues,orderlyincomplexmatters,diligentinseekingrelevantinformation,reasonableintheselectionofcriteria,focusedininquiry,andpersistentinseekingresultswhichareaspreciseasthesubjectandthecircumstancesofinquirypermit.honestinfacingpersonalbias15Thus,educatinggoodcriticalthinkersmeansworkingtowardthisideal.ItcombinesdevelopingCTskillswithnurturingthosedispositionswhichconsistentlyyieldusefulinsightsandwhicharethebasisofarationalanddemocraticsociety.”

>>>CTmodels1

2Thus,educatinggoodcritical16“Interculturalcompetenceistheappropriateandeffectivemanagementofinteractionbetweenpeoplewho,tosomedegreeoranother,representdifferentordivergentaffective,cognitive,andbehavioralorientationstotheworld.”(B.H.SpitzbergandG.Changnon)跨文化能力跨文化能力1718“Intimesofincreasedglobalinterdependence,producinginterculturallycompetentcitizenswhocanengageininformed,ethicaldecision-makingwhenconfrontedwithproblemsthatinvolveadiversityofperspectivesisbecominganurgenteducationalpriority.”

（KingandBaxterMagolda）WhydoesICCmatter?18“Intimesofincreasedgloba19“Theneedtodevelopinleaderstheattitudesthatgobeyondtolerancetowardembracingdifferenceandlivingconstructivelyandcompassionatelyinamulticulturalworldiscriticaltothesurvivalofhumankindandtheplanet….Leaderswhocanfunctionacrosscultures,whocancreateandsustainsystemsthatdrawonthestrengthsofthosedifferences,andwhoallowinnovativeapproachestoemergeareessentialineveryhumanendeavor.”

（MargaretD.Pusch）19“Theneedtodevelopinlead20“Educationisthereforeaneducationinfreedom–--freedomfrominheritedbiasesandnarrowfeelingsandsentiments,aswellasfreedomtoexploreotherculturesandperspectivesandmakeone’sownchoicesinfullawarenessofavailableandpracticablealternatives.”(BhikhuParekh)20“Educationisthereforeane21“Knowingthatstudentsandsocietycouldultimatelybenefitfromcross-culturallearning,butfailingtotakethenecessarystepstointentionallycreateenablingconditions[inand]outsidetheclassroomisdownrightirresponsible.”(HarperandAntonio)21“KnowingthatstudentsandsThinklocally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?26DimensionsofICCThinklocally中國立場，中國視角Actglob22自主學(xué)習(xí)能力10DimensionsofAL自主學(xué)習(xí)能力10DimensionsofAL23CcontentandLanguage

IntegratedInstructionCcontentandLanguage

Integra24DefinitionofCLIL“anydual-focusededucationalcontextinwhichanadditionallanguage,thusnotusuallythefirstlanguageofthelearnersinvolved,isusedasamediumintheteachingandlearningofnon-languagecontent”(CLIL/EMILE:TheEuropeanDimension,15)DefinitionofCLIL25大學(xué)思辨英語教程的編寫理念孫有中教授課件26大學(xué)思辨英語教程的編寫理念孫有中教授課件27Integrationisthekey!Integrationisthekey!28contentcontentcontentcontentCONTENTLANGUAGEThekeyisIntegration!contentcontentcontentcontentCT29知識內(nèi)容What’ssodifferent?百科的零星的感悟的學(xué)科的系統(tǒng)的思辨的知識內(nèi)容What’ssodifferent?百科的學(xué)科的30Whatremainsunchanged?詞法句法篇章修辭準(zhǔn)確流暢譯寫讀說聽基本功Whatremainsunchanged?詞法句法篇章修31Thinking-BasedLearningThinking-BasedLearning32知識探究語言習(xí)得Thinking-BasedLearning文明互鑒知識探究語言習(xí)得Thinking-BasedLearnin33HabitsofmindMetacognitionThinkingskillsWhat?HabitsofmindMetacognitionThi34Criticalthinkersroutinelyapplyintellectualstandardstotheelementsofreasoninginordertodevelopintellectualtraits.How?Criticalthinkersroutinelyap35大學(xué)思辨英語教程的編寫理念孫有中教授課件36大學(xué)思辨英語教程的編寫理念孫有中教授課件37大學(xué)思辨英語教程的編寫理念孫有中教授課件38Ithink,thereforeIACT.Ithink,therefore39《大學(xué)思辨英語教程》

編寫理念孫有中總主編北京外國語大學(xué)《大學(xué)思辨英語教程》

編寫理念孫有中總主編40大學(xué)思辨英語教程

總主編：孫有中大學(xué)思辨英語教程

總主編：孫有中41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)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42編寫理念A(yù)CTAbility-OrientedEducationThinking-BasedLearningContentandLanguageIntegratedInstruction知技融合能力導(dǎo)向思辨為本編寫理念A(yù)CTAbility-OrientedEducat43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)44Ability-OrientedEducationAbility-OrientedEducation45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)能力人文英語運用能力思辨跨文化能力自主學(xué)習(xí)能力46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)人文素養(yǎng)47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?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48“Everyonethinks;itisournaturetodoso.Butmuchofourthinking,lefttoitself,isbiased,distorted,partial,uninformedordown-rightprejudiced.Yetthequalityofourlifeandthatofwhatweproduce,make,orbuilddependspreciselyonthequalityofourthought.Shoddythinkingiscostly,bothinmoneyandinqualityoflife.Excellenceinthought,however,mustbesystematicallycultivated.”（Paul&Elder）思辨能力Whycriticalthinking?思辨能力Whycriticalthinking?49ImpulsivethinkingIntuitivethinkingRoutinethinkingSloppythinkingCriticalthinkingImpulsivethinkingIntuitiveth50EmersonWhatisthehardestthingintheworld?Tothink.FacioneEducationisnothingmore,norless,thanlearningtothink!Whatisthehardestthingint51DelphiExpertConsensusonCT“Weunderstandcriticalthinkingtobepurposeful,self-regulatoryjudgmentwhichresultsininterpretation,analysis,evaluation,andinference,aswellasexplanationoftheevidential,conceptual,methodological,criteriological,orcontextualconsiderationsuponwhichthatjudgmentisbased.CTisessentialasatoolofinquiry.DelphiExpertConsensusonCT52Assuch,CTisaliberatingforceineducationandapowerfulresourceinone'spersonalandciviclife.Whilenotsynonymouswithgoodthinking,CTisapervasiveandself-rectifyinghumanphenomenon.Theidealcriticalthinkerishabituallyinquisitive,well-informed,trustfulofreason,open-minded,flexible,fair-mindedinevaluation,Assuch,CTisaliberatingfo53honestinfacingpersonalbiases,prudentinmakingjudgments,willingtoreconsider,clearaboutissues,orderlyincomplexmatters,diligentinseekingrelevantinformation,reasonableintheselectionofcriteria,focusedininquiry,andpersistentinseekingresultswhichareaspreciseasthesubjectandthecircumstancesofinquirypermit.honestinfacingpersonalbias54Thus,educatinggoodcriticalthinkersmeansworkingtowardthisideal.ItcombinesdevelopingCTskillswithnurturingthosedispositionswhichconsistentlyyieldusefulinsightsandwhicharethebasisofarationalanddemocraticsociety.”

>>>CTmodels1

2Thus,educatinggoodcritical55“Interculturalcompetenceistheappropriateandeffectivemanagementofinteractionbetweenpeoplewho,tosomedegreeoranother,representdifferentordivergentaffective,cognitive,andbehavioralorientationstotheworld.”(B.H.SpitzbergandG.Changnon)跨文化能力跨文化能力5657“Intimesofincreasedglobalinterdependence,producinginterculturallycompetentcitizenswhocanengageininformed,ethicaldecision-makingwhenconfrontedwithproblemsthatinvolveadiversityofperspectivesisbecominganurgenteducationalpriority.”

（KingandBaxterMagolda）WhydoesICCmatter?18“Intimesofincreasedgloba58“Theneedtodevelopinleaderstheattitudesthatgobeyondtolerancetowardembracingdifferenceandlivingconstructivelyandcompassionatelyinamulticulturalworldiscriticaltothesurvivalofhumankindandtheplanet….Leaderswhocanfunctionacrosscultures,whocancreateandsustainsystemsthatdrawonthestrengthsofthosedifferences,andwhoallowinnovativeapproachestoemergeareessentialineveryhumanendeavor.”

（MargaretD.Pusch）19“Theneedtodevelopinlead59“Educationisthereforeaneducationinfreedom–--freedomfrominheritedbiasesandnarrowfeelingsandsentiments,aswellasfreedomtoexploreotherculturesandperspectivesandmakeone’sownchoicesinfullawarenessofavailableandpracticablealternatives.”(BhikhuParekh)20“Educationisthereforeane60“Knowingthatstudentsandsocietycouldultimatelybenefitfromcross-culturallearning,butfailingtotakethenecessarystepstointentionallycreateenablingconditions[inand]outsidetheclassroomisdownrightirresponsible.”(HarperandAntonio)21“KnowingthatstudentsandsThinklocally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?26DimensionsofICCThinklocally中國立場，中國視角Actglob61自主學(xué)習(xí)能力10DimensionsofAL自主學(xué)習(xí)能力10Dimensionso