大學(xué)思辨英語教程的編寫理念-孫有中教授

1、大學(xué)思辨英語教程編寫理念編寫理念孫有中孫有中 總主編總主編北京外國語大學(xué)北京外國語大學(xué)大學(xué)思辨英語教程大學(xué)思辨英語教程總主編：孫有中大學(xué)思辨英語教程大學(xué)思辨英語教程級別級別精讀精讀寫作寫作視聽說視聽說口語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)教材結(jié)構(gòu)編寫理念編寫理念A(yù)CTA 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導(dǎo)向?qū)蛩急嫠急鏋楸緸楸咎崽?綱綱能力導(dǎo)向的英語教育能力導(dǎo)向的英語教育知技融合的英語教學(xué)知技融合的英語教學(xué)思辨為本的英語學(xué)習(xí)思辨為本的英語學(xué)習(xí)ACTAAbility-Oriented Educationbility-Oriented Education人人文文素素養(yǎng)養(yǎng)英英語語運運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學(xué)學(xué)習(xí)習(xí)能能力力l人文價值：人文價值：愛人類、愛真理、愛文化、愛自然愛人類、愛真理、愛文化、愛自然l人文知識：人文知識：語言、文學(xué)、歷史、哲學(xué)、藝術(shù)、宗教、社會語言、文學(xué)、歷史、哲學(xué)、藝術(shù)、宗教、社會l人文品格：人文品格：博

3、學(xué)、審問、慎思、明辨、篤行博學(xué)、審問、慎思、明辨、篤行 人文素養(yǎng)人文素養(yǎng) 聽力策略、分析性聽力聽聽 交際學(xué)、討論、演講、辯論說說 分析性閱讀、分層閱讀讀讀寫寫 創(chuàng)作、學(xué)術(shù)寫作、研究方法英語運用能力英語運用能力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 中國立場，中國視角中國立場，中國視角Act Act globallyglobally 國際規(guī)則，合作共贏國際規(guī)則，合作共贏Think Th

16、ink globallyglobally 人類情懷，跨文化視角人類情懷，跨文化視角Act Act locallylocally 接地務(wù)實，愛國利民接地務(wù)實，愛國利民What do What do we mean by we mean by ICC?ICC?26 Dimensions of ICC自主學(xué)習(xí)能力自主學(xué)習(xí)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!知識內(nèi)容知識內(nèi)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學(xué)科的學(xué)科的系統(tǒng)的系統(tǒng)的思辨的思辨的What What remains remains unchanged?unchanged?詞法句法句法篇章修辭準(zhǔn)確準(zhǔn)確流暢流暢譯譯寫寫讀讀說說聽聽基本功基本功T