英语专业精读教学中的思辨能力培养.ppt

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1、李朝晖北京外国语大学英语学院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（criticalreading）课程示范：“SayYes”byTobiasWolff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？（Transferableskills）Assumption?通过听教师讲

2、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？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:activereading,closereading,criticalreading,high-levelcomprehensionskillsthatcanbeusedwhenstudentsarereadingforothercourses思辨能力(Critical Thinking)与批判性阅读

3、(Critical Reading/Literacy)Criticalthinkingisskilledandactiveinterpretationandevaluationofobservationsandcommunications，informationandargumentation.MichaelSerivnCriticalthinkingistheartofanalyzingandevaluatingthinkingwithaviewtoimprovingit.Bloomstaxonomy思辨能力(Critical Thinking)与批判性阅读(Critical Reading

4、/Literacy)(2)Criticalliteracy:istheabilitytoreadtextsinanactive,reflectivemannerinordertobetterunderstandpower,inequality,andinjusticeinhumanrelationships.(HeatherCoffrey)Criticalliteracyisconsideredasanapproachthataddressesthesocial,historicalandpoliticalsystemsthataffectliteracyandwhatitmeanstobea

5、literatepersonincontemporarysociety.(Serafini,2003)Incriticalliteracy,readersareviewedasactiveparticipantsinthe reading process to question,to dispute,to examine power relations(Freire,1970).Readingisdefinedasnotonlyunderstandingthewordsonthepagebutalsoexamining political and cultural assumptions un

6、derlying texts(McLaren,1999,Lander,2005).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

7、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)Paul&Elder:35 dimensions of CT S-21 Reading Critically:Clarifying or Critiquing TextsPrinciple:Criticalthinkersreadwithahealthyskepticism.Buttheydonotdoubtordenyuntiltheyunderstand.Theyclarifybeforetheyjudge.Sincetheyexpectintelligibilityfromwhattheyread,the

8、ycheckanddouble-checktheirunderstandingastheyread.Theydonotmindlesslyacceptnonsense.Criticalreadersaskthemselvesquestionsastheyread,wonderabouttheimplicationsof,reasonsfor,examplesof,andmeaningandtruthofthematerial.Theydonotapproachwrittenmaterialasacollectionofsentences,butasawhole,tryingoutvarious

9、interpretationsuntilonefitsallofthework,ratherthanignoringordistortingwhatdoesntfittheirinterpretation.Theyrealizethateveryoneiscapableofmakingmistakesandbeingwrong,includingauthorsoftextbooks.Theyalsorealizethat,sinceeveryonehasapointofview,everyonesometimesleavesoutsomerelevantinformation.Notwoaut

10、horswouldwritethesamebookorwritefromexactlythesameperspective.Therefore,criticalreadersrecognizethatreadingabookisreadingonelimitedperspectiveonasubjectandthatmorecanbelearnedbyconsideringotherperspectives.Basic reading skillsrecognizevocabulary.pickoutkeywords,suchasthoseidentifyingtopicsandmainide

11、as.figureoutthemeaningofthewords,includingunfamiliarvocabulary,fromthe(written)context.recognizebasicsyntacticpatterns.reconstructandinfersituations,goalsandparticipants.usebothknowledgeoftheworldandlexicalandgrammaticalcohesivedevicestomaketheforegoinginferences,predictoutcomes,andinferlinksandconn

12、ectionsamongthepartsofthetext.getthemainpointorthemostimportantinformation.distinguishthemainideafromsupportingdetails.adjustreadingstrategiestodifferentreadingpurposes,suchasskimmingformainideasorstudyingin-depth.Critical Reading Skills(Garrigus,2002)BasiccriticalreadingskillsDistinguishtopicalorga

13、nizationfromorganizationbyideasFindingthemainideaofparagraphs,multiparagraphunits,andarticlesIdentifyingideapatternsoforganizationRecognizingtransitionsthatsignalrelationshipsamongpatternelementsandsupportingdetailsHigh-levelcriticalreadingDrawinferenceandstateimpliedmainideasSynthesizetwoormoresent

14、encestoformulatedividedmainideasDistinguishfactandopinionEvaluateevidenceExplainfigurativelanguage(includinganalogy)Identifybasiclogicalfallaciesandemotionalappeals总的原则把对课文的教学变成利用课堂引导引导、促使促使学生运用各种阅读技能理解、分析课文的过程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、培养促进、培养学生的积极阅读和批判性阅读的能力交际性、任务型教学法，以学习者为中心课堂对话策略显性学习

15、与隐性学习的结合在课程评估中（小测试、考试等）体现对批判性阅读和思辨能力的评估评估课文预习为学生提供阅读基本理论阅读基本理论YourCollegeYears2008.pptfivelevelsofclosereading.doc鼓励学生进行积极思考和阅读积极思考和阅读Oneexampleofpromotingactivereadingandthinking:Previewtasksheetvs.askingquestionsaboutthetext质疑策略和回应策略课堂提问苏格拉底式对话展示性提问(displayquestions)与参阅性提问(referentialquestions)管理和

16、控制对话课堂讨论通过对下列问题的讨论讨论培养主动思考、思辨能力、批判性性阅读的子技能，并使用和学习使用和学习相关语言点Whatistheauthorsaying?Why iss/hesaying?(context,background，understandingthescopeandcomplexityoftheissue;theauthorsstance)How do I knowheissayingthese?（reflectingonreadingstrategiesused;providingevidence）How iss/hesayingthese?(analyzingandeva

17、luatingthedevelopment,style,diction,)KeyQuestionsforCriticalComprehension课堂讨论评价策略评价策略要求读者在阅读时能够联系自己的思想观点对某一问题进行评价并解决问题,而不仅仅是罗列事实来记忆。阅读后对作者的观点、态度,和论断的正确性或合理性做出评价,并提出自己的观点。选用有趣、有争议的话题选择学生感兴趣、有争议性的话题比较容易激发学生思考、分析与解决问题的热情,同时又为思维提供自由空间,能鼓励学生努力地思考并机智地回答,这样学生的批判性思维能力在有争议的话题上就能得到最好的表现。课后练习反思策略批判性阅读要求读者以开放的思

18、想去阅读文本,能够接受文章中提出的不同与己的思想或观点;认真思考文章中提出的新思想、观点;在接触文章中或别人的新思想、观点后,对自己的思想、观点做出反思;在经过认真思考后,修正或改变自己就某一问题的看法;对某一问题的看法寻找不同的观点。扩展性阅读课程评估传统测试更为注重语言，对阅读能力和思辨能力的检测不够Spelling(wordslearntfromthetext)SentenceTranslation(usingkeywords/phrasesfromthetexts)ReadingpassageDefinition(findingtheappropriatedefinitionforaw

19、ord)Paraphrase现在：progressivetest+readingcomprehensiontest+essay课堂评估Messagewewanttodelivered:精读课的主要任务是通过和同学、老师讨论讨论对课文的理解、分析课文的意义、结构、写作特征、遣词造句提高阅读技能、思考能力学习语言不光学习课文，还要通过课文学习如果上课不讨论、不思考、不操练阅读技能，就不能获得在精读课上好成绩Text“SayYes”byTobiasWolff现代大学英语精读（杨立民主编）第1版第2册第5课，第2版第2册第2课课前预习PreviewrequirementandquestionsPrev

20、iewcheckPreviewquestionsonthebookAdditionalreadings课堂设计Background:averyshortintroductionTheme:checkstudentsunderstanding(fair understanding)Genrestudy:shortstorySetting,character,plot,narration,construction,etc.ActivitiesDetailedreadingPerspective,undercurrents,endingRe-discussionofthemeUnabridgedversionQuiz&writing