英語(yǔ)專業(yè)精讀教學(xué)中的思辨能力培養(yǎng)（課堂PPT）

1、1李朝暉北京外國(guó)語(yǔ)大學(xué)英語(yǔ)學(xué)院2內(nèi)容概覽思辨能力在精讀課教學(xué)中的重要性如何在精讀課中培養(yǎng)思辨能力：批判性閱讀（critical reading）課程示范：“Say Yes” by Tobias Wolff34英語(yǔ)精讀課培養(yǎng)目標(biāo)語(yǔ)言基本功的學(xué)習(xí)教教材還是借教材教？楊莉芳（2010）精讀課堂活動(dòng)評(píng)價(jià)的實(shí)證研究教師與學(xué)生對(duì)精讀課堂的目的定位有一定差別： 教師更注重主題學(xué)習(xí)、文章結(jié)構(gòu)和內(nèi)容分析理解；教師更注重自主學(xué)習(xí)和互動(dòng)；學(xué)生注重語(yǔ)言學(xué)習(xí)（詞匯）更注重教師傳授性活動(dòng)精讀是學(xué)習(xí)語(yǔ)言形式，特別是詞匯的渠道: 不預(yù)習(xí)；不閱讀；不思考教什么？還是培養(yǎng)什么？（Transferable skills）Assum

2、ption? 通過(guò)聽(tīng)教師講解對(duì)課文、語(yǔ)言的正確理解和理解的方法就能夠獲得閱讀能力閱讀技能、思維能力、知識(shí)和語(yǔ)言技能在精讀課程的關(guān)系學(xué)生應(yīng)具備什么樣的、具體的閱讀-思維技能？學(xué)生應(yīng)具備什么樣的、具體的語(yǔ)言技能？5英語(yǔ)精讀課程目標(biāo)（2）精讀課還是以培養(yǎng)語(yǔ)言基本功、閱讀能力為主學(xué)生的閱讀能力有待培養(yǎng)與其他課程的關(guān)系精讀課應(yīng)該培養(yǎng): active reading, close reading, critical reading, high-level comprehension skills that can be used when students are reading for other co

3、urses 6思辨能力(Critical Thinking)與批判性閱讀(Critical Reading/Literacy)Critical thinking is skilled and active interpretation and evaluation of observations and communications，information and argumentation.Michael SerivnCritical thinking is the art of analyzing and evaluating thinking with a view to improvi

4、ng it.Blooms taxonomy 7思辨能力(Critical Thinking)與批判性閱讀(Critical Reading/Literacy)(2)Critical literacy: is the ability to read texts in an active, reflective manner in order to better understand power, inequality, and injustice in human relationships. (Heather Coffrey)Critical literacy is considered as

5、 an approach that addresses the social, historical and political systems that affect literacy and what it means to be a literate person in contemporary society. (Serafini,2003)In critical literacy, readers are viewed as active participants in the reading process to question, to dispute, to examine p

6、ower relations (Freire, 1970).Reading is defined as not only understanding the words on the page but also examining political and cultural assumptions underlying texts (McLaren, 1999, Lander, 2005).8國(guó)內(nèi)學(xué)者對(duì)critical reading 的理解批判性閱讀，就是讀者在理解文本的基礎(chǔ)上根據(jù)一定的原則和標(biāo)準(zhǔn)對(duì)讀物的真實(shí)性、有效性及其價(jià)值進(jìn)行判斷并做出評(píng)價(jià)的一種閱讀活動(dòng)，它一般包含理解文本、評(píng)價(jià)文本和

7、做出反應(yīng)三個(gè)步驟。何強(qiáng)生、劉曉莉 2003批判式閱讀教學(xué)法是一個(gè)以培養(yǎng)綜合語(yǔ)言能力為核心的教學(xué)方法。批判式閱讀不是閱讀者對(duì)文本進(jìn)行粗略掃視, 被動(dòng)地接受和記憶其中內(nèi)容的閱讀方式, 而是對(duì)作者的觀點(diǎn)、傾向、假設(shè)進(jìn)行分析、整合和評(píng)析的閱讀策略。分析 是通過(guò)對(duì)文本組成部分進(jìn)行研究, 清楚地分析其中的信息; 整合 是將文本相關(guān)的部分連接成連貫的整體; 評(píng)析 是建立自己的評(píng)價(jià)標(biāo)準(zhǔn), 用它來(lái)衡量作者觀點(diǎn)的合理性。(范莉 2008)9Paul & Elder: 35 dimensions of CT S-21 Reading Critically: Clarifying or Critiquing

8、TextsPrinciple: Critical thinkers read with a healthy skepticism. But they do not doubt or deny until they understand. They clarify before they judge. Since they expect intelligibility from what they read, they check and double-check their understanding as they read. They do not mindlessly accept no

9、nsense. Critical readers ask themselves questions as they read, wonder about the implications of, reasons for, examples of, and meaning and truth of the material. They do not approach written material as a collection of sentences, but as a whole, trying out various interpretations until one fits all

10、 of the work, rather than ignoring or distorting what doesnt fit their interpretation. They realize that everyone is capable of making mistakes and being wrong, including authors of textbooks. They also realize that, since everyone has a point of view, everyone sometimes leaves out some relevant inf

11、ormation. No two authors would write the same book or write from exactly the same perspective. Therefore, critical readers recognize that reading a book is reading one limited perspective on a subject and that more can be learned by considering other perspectives.10Basic reading skillsrecognize voca

12、bulary. pick out key words, such as those identifying topics and main ideas. figure out the meaning of the words, including unfamiliar vocabulary, from the (written) context. recognize basic syntactic patterns. reconstruct and infer situations, goals and participants. use both knowledge of the world

13、 and lexical and grammatical cohesive devices to make the foregoing inferences, predict outcomes, and infer links and connections among the parts of the text. get the main point or the most important information. distinguish the main idea from supporting details. adjust reading strategies to differe

14、nt reading purposes, such as skimming for main ideas or studying in-depth. 11Critical Reading Skills (Garrigus, 2002)Basic critical reading skillsDistinguish topical organization from organization by ideasFinding the main idea of paragraphs, multiparagraph units, and articlesIdentifying idea pattern

15、s of organizationRecognizing transitions that signal relationships among pattern elements and supporting detailsHigh-level critical readingDraw inference and state implied main ideasSynthesize two or more sentences to formulate divided main ideasDistinguish fact and opinionEvaluate evidenceExplain f

16、igurative language(including analogy)Identify basic logical fallacies and emotional appeals1213總的原則把對(duì)課文的教學(xué)變成利用課堂引導(dǎo)引導(dǎo)、促使促使學(xué)生運(yùn)用各種閱讀技能理解、分析課文的過(guò)程過(guò)程通過(guò)教學(xué)各環(huán)節(jié)（課文預(yù)習(xí)、課堂提問(wèn)、課堂討論、課后練習(xí)）的活動(dòng)設(shè)計(jì)來(lái)促進(jìn)、培養(yǎng)促進(jìn)、培養(yǎng)學(xué)生的積極閱讀和批判性閱讀的能力交際性、任務(wù)型教學(xué)法，以學(xué)習(xí)者為中心課堂對(duì)話策略顯性學(xué)習(xí)與隱性學(xué)習(xí)的結(jié)合在課程評(píng)估中（小測(cè)試、考試等）體現(xiàn)對(duì)批判性閱讀和思辨能力的評(píng)估評(píng)估14課文預(yù)習(xí)為學(xué)生提供閱讀基本理論閱讀基本理論Your

17、College Years 2008.pptfive levels of close reading .doc鼓勵(lì)學(xué)生進(jìn)行積極思考和閱讀積極思考和閱讀One example of promoting active reading and thinking: Preview task sheet vs. asking questions about the text 質(zhì)疑策略和回應(yīng)策略15課堂提問(wèn)蘇格拉底式對(duì)話展示性提問(wèn)(display questions)與參閱性提問(wèn)(referential questions)管理和控制對(duì)話16課堂討論通過(guò)對(duì)下列問(wèn)題的討論討論培養(yǎng)主動(dòng)思考、思辨能力、批判性性

18、閱讀的子技能，并使用和學(xué)習(xí)使用和學(xué)習(xí)相關(guān)語(yǔ)言點(diǎn)What is the author saying? Why is s/he saying? (context, background ， understanding the scope and complexity of the issue; the authors stance )How do I know he is saying these? （reflecting on reading strategies used; providing evidence ）How is s/he saying these? (analyzing and

19、 evaluating the development, style, diction, )Key Questions for Critical Comprehension 17課堂討論評(píng)價(jià)策略評(píng)價(jià)策略要求讀者在閱讀時(shí)能夠聯(lián)系自己的思想觀點(diǎn)對(duì)某一問(wèn)題進(jìn)行評(píng)價(jià)并解決問(wèn)題, 而不僅僅是羅列事實(shí)來(lái)記憶。閱讀后對(duì)作者的觀點(diǎn)、態(tài)度, 和論斷的正確性或合理性做出評(píng)價(jià), 并提出自己的觀點(diǎn)。 選用有趣、有爭(zhēng)議的話題選擇學(xué)生感興趣、有爭(zhēng)議性的話題比較容易激發(fā)學(xué)生思考、分析與解決問(wèn)題的熱情, 同時(shí)又為思維提供自由空間, 能鼓勵(lì)學(xué)生努力地思考并機(jī)智地回答, 這樣學(xué)生的批判性思維能力在有爭(zhēng)議的話題上就能得到最好的表現(xiàn)

20、。18課后練習(xí)反思策略批判性閱讀要求讀者以開(kāi)放的思想去閱讀文本, 能夠接受文章中提出的不同與己的思想或觀點(diǎn); 認(rèn)真思考文章中提出的新思想、觀點(diǎn); 在接觸文章中或別人的新思想、觀點(diǎn)后, 對(duì)自己的思想、觀點(diǎn)做出反思; 在經(jīng)過(guò)認(rèn)真思考后, 修正或改變自己就某一問(wèn)題的看法; 對(duì)某一問(wèn)題的看法尋找不同的觀點(diǎn)。擴(kuò)展性閱讀19課程評(píng)估傳統(tǒng)測(cè)試更為注重語(yǔ)言，對(duì)閱讀能力和思辨能力的檢測(cè)不夠Spelling(words learnt from the text)Sentence Translation (using key words/phrases from the texts )Reading passage Definition (finding the appropriate definition for a word )Paraphrase