英语专业精读教学中的思辨能力培养演示文稿课件

Click to edit Master title style,Click to edit Master text styles,Second level,Third level,Fourth level,Fifth level,*,*,英语专业精读教学中的思辨能力培养演示文稿,第一页，共24页。,英语专业精读教学中的思辨能力培养,第二页，共24页。,内容概览,思辨能力在精读课教学中的重要性,如何在精读课中培养思辨能力：批判性阅读（,critical reading,）,课程示范：,“Say Yes”by Tobias Wolff,第三页，共24页。,思辨能力在精读中的重要性,第四页，共24页。,英语精读课培养目标,语言基本功的学习,教教材还是借教材教？,杨莉芳（,2010,）,精读课堂活动评价的实证研究,教师与学生对精读课堂的目的定位有一定差别：教师更注重主题学习、文章结构和内容分析理解；教师更注重自主学习和互动；学生注重语言学习（,词汇,）,更注重教师传授性活动,精读是学习语言形式，特别是词汇的渠道,:,不预习；不阅读；不思考,教,什么？还是,培养,什么？（,Transferable skills,）,Assumption?,通过听教师讲解对课文、语言的正确理解和理解的方法就能够获得阅读能力,阅读技能、思维能力、知识和语言技能在精读课程的关系,学生应具备什么样的、具体的阅读,-,思维技能？,学生应具备什么样的、具体的语言技能？,第五页，共24页。,英语精读课程目标（,2,）,精读课还是以培养语言基本功、阅读能力为主,学生的阅读能力有待培养,与其他课程的关系,精读课应该培养,:,active,reading,close,reading,critical,reading,high-level comprehension skills,that can be used when students are reading for other courses,第六页，共24页。,思辨能力,(Critical Thinking),与批判性阅读,(Critical Reading/Literacy),Critical thinking is,skilled and,active,interpretation,and,evaluation,of observations and communications,，,information and argumentation.,Michael Serivn,Critical thinking is the art of,analyzing,and,evaluating,thinking,with a view to improving it.,Blooms taxonomy,第七页，共24页。,思辨能力,(Critical Thinking),与批判性阅读,(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 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 power 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).,第八页，共24页。,国内学者对,critical reading,的理解,批判性阅读，就是读者在理解文本的基础上根据一定的原则和标准对读物的,真实性、有效性及其价值进行判断并做出评价,的一种阅读活动，它一般包含理解文本、评价文本和做出反应三个步骤。,何强生、刘晓莉,2003,批判式阅读教学法是一个以培养综合语言能力为核心的教学方法。批判式阅读不是阅读者对文本进行粗略扫视,被动地接受和记忆其中内容的阅读方式,而是,对作者的观点、倾向、假设进行分析、整合和评析的阅读策略,。,分析 是通过对文本组成部分进行研究,清楚地分析其中的信息,;,整合 是将文本相关的部分连接成连贯的整体,;,评析 是建立自己的评价标准,用它来衡量作者观点的合理性。,(,范莉,2008),第九页，共24页。,Paul&Elder:35 dimensions of CT,S-21 Reading Critically:Clarifying or Critiquing Texts,Principle:,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 nonsense.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 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 information.,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.,第十页，共24页。,Basic reading skills,recognize,vocabulary.,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 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 different reading purposes,such as skimming for main ideas or studying in-depth.,第十一页，共24页。,Critical Reading Skills(Garrigus,2002),Basic critical reading skills,Distinguish topical organization from organization by ideas,Finding the main idea of paragraphs,multiparagraph units,and articles,Identifying idea patterns of organization,Recognizing transitions that signal relationships among pattern elements and supporting details,High-level critical reading,Draw inference and state implied main ideas,Synthesize two or more sentences to formulate divided main ideas,Distinguish fact and opinion,Evaluate evidence,Explain figurative language(including analogy),Identify basic logical fallacies and emotional appeals,第十二页，共24页。,如何在精读课上培养思辨能力,第十三页，共24页。,总的原则,把对课文的教学变成利用课堂,引导,、,促使,学生运用各种阅读技能理解、分析课文的,过程,通过教学各环节（课文预习、课堂提问、课堂讨论、课后练习）的活动设计来,促进、培养,学