英語專業(yè)精讀教學(xué)中思辨能力培養(yǎng)PPT課件

1、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 Wolff第1頁/共25頁思辨能力在精讀中的重要性第2頁/共25頁英語精讀課培養(yǎng)目標(biāo) 語言基本功的學(xué)習(xí)教教材還是借教材教？楊莉芳（2010）精讀課堂活動評價(jià)的實(shí)證研究 教師與學(xué)生對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；學(xué)生注重語言學(xué)習(xí)（詞匯）更注重教師傳授性活動 精讀是學(xué)習(xí)語言形式，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？（Transfer

2、able skills） Assumption? 通過聽教師講解對課文、語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、知識和語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、具體的語言技能？第3頁/共25頁英語精讀課程目標(biāo)（2） 精讀課還是以培養(yǎng)語言基本功、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 stu

3、dents are reading for other courses 第4頁/共25頁思辨能力(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 Serivn Critical thinking is the art of analyzing and ev

4、aluating thinking with a view to improving it. Blooms taxonomy 第5頁/共25頁思辨能力(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. (He

5、ather 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 readi

6、ng 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6頁/共25頁國內(nèi)學(xué)者對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

7、據(jù)一定的原則和標(biāo)準(zhǔn)對讀物的真實(shí)性、有效性及其價(jià)值進(jìn)行判斷并做出評價(jià)的一種閱讀活動，它一般包含理解文本、評價(jià)文本和做出反應(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)綜合語言能力為核心的教學(xué)方法。批判式閱讀不是閱讀者對文本進(jìn)行粗略掃視, 被動地接受和記憶其中內(nèi)容的閱讀方式, 而是對作者的觀點(diǎn)、傾向、假設(shè)進(jìn)行分析、整合和評析的閱讀策略。分析 是通過對文本組成部分進(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; 評析 是建立自己的評價(jià)標(biāo)準(zhǔn), 用它來衡量作者觀點(diǎn)的合理性。(范莉 2008)第7頁/共25頁P(yáng)aul & Elder: 35 dim

8、ensions of CT S-21 Reading Critically: Clarifying or Critiquing 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 th

9、eir 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 a

10、s 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

11、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 con

12、sidering other perspectives.第8頁/共25頁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 in

13、fer 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

14、main idea from supporting details. adjust reading strategies to different reading purposes, such as skimming for main ideas or studying in-depth. 第9頁/共25頁Critical Reading Skills (Garrigus, 2002)Basic critical reading skills Distinguish topical organization from organization by ideas Finding the main

15、 idea of paragraphs, multiparagraph units, and articles Identifying idea patterns of organization Recognizing transitions that signal relationships among pattern elements and supporting detailsHigh-level critical reading Draw inference and state implied main ideas Synthesize two or more sentences to

16、 formulate divided main ideas Distinguish fact and opinion Evaluate evidence Explain figurative language(including analogy) Identify basic logical fallacies and emotional appeals第10頁/共25頁如何在精讀課上培養(yǎng)思辨能力第11頁/共25頁總的原則 把對課文的教學(xué)變成利用課堂引導(dǎo)、促使學(xué)生運(yùn)用各種閱讀技能理解、分析課文的過程 通過教學(xué)各環(huán)節(jié)（課文預(yù)習(xí)、課堂提問、課堂討論、課后練習(xí)）的活動設(shè)計(jì)來促進(jìn)、培養(yǎng)學(xué)生的積極閱讀和

17、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 課堂對話策略 顯性學(xué)習(xí)與隱性學(xué)習(xí)的結(jié)合 在課程評估中（小測試、考試等）體現(xiàn)對批判性閱讀和思辨能力的評估第12頁/共25頁課文預(yù)習(xí)為學(xué)生提供閱讀基本理論 Your College Years 2008.ppt five levels of close reading .doc鼓勵(lì)學(xué)生進(jìn)行積極思考和閱讀 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)策略第13

18、頁/共25頁課堂提問 蘇格拉底式對話 展示性提問(display questions)與參閱性提問(referential questions) 管理和控制對話第14頁/共25頁課堂討論 通過對下列問題的討論培養(yǎng)主動思考、思辨能力、批判性性閱讀的子技能，并使用和學(xué)習(xí)相關(guān)語言點(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

19、is saying these? （reflecting on reading strategies used; providing evidence ） How is s/he saying these? (analyzing and evaluating the development, style, diction, ) Key Questions for Critical Comprehension 第15頁/共25頁課堂討論 評價(jià)策略 評價(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)對某一問題進(jìn)行評價(jià)并解決問題, 而不僅僅是羅列事實(shí)來記憶。閱讀后對作者的觀點(diǎn)、態(tài)度, 和論斷的正確性或合

20、理性做出評價(jià), 并提出自己的觀點(diǎn)。 選用有趣、有爭議的話題 選擇學(xué)生感興趣、有爭議性的話題比較容易激發(fā)學(xué)生思考、分析與解決問題的熱情, 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議的話題上就能得到最好的表現(xiàn)。第16頁/共25頁課后練習(xí) 反思策略 批判性閱讀要求讀者以開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, 對自己的思想、觀點(diǎn)做出反思; 在經(jīng)過認(rèn)真思考后, 修正或改變自己就某一問題的看法; 對某一問題的看法尋找不同的觀點(diǎn)。 擴(kuò)展性閱讀第17頁/共25頁課程評估傳統(tǒng)測試更為注重語言，對閱讀能力和思辨能力的檢測不夠 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 現(xiàn)在：progressive test + reading comprehension test + essay 第18頁/共25頁課堂評估