大学思辨英语教程的编写理念-孙有中教授(教学PPT)

1,大学思辨英语教程编写理念,孙有中总主编北京外国语大学,2,大学思辨英语教程总主编：孙有中,3,大学思辨英语教程,教材结构,4,编写理念,知技融合,能力导向,思辨为本,5,提纲,A,C,T,6,Ability-OrientedEducation,7,8,人文价值：爱人类、爱真理、爱文化、爱自然人文知识：语言、文学、历史、哲学、艺术、宗教、社会人文品格：博学、审问、慎思、明辨、笃行,人文素养,9,写,创作、学术写作、研究方法,英语运用能力,Anythingnew?,10,“Everyonethinks;itisournaturetodoso.Butmuchofourthinking,lefttoitself,isbiased,distorted,partial,uninformedordown-rightprejudiced.Yetthequalityofourlifeandthatofwhatweproduce,make,orbuilddependspreciselyonthequalityofourthought.Shoddythinkingiscostly,bothinmoneyandinqualityoflife.Excellenceinthought,however,mustbesystematicallycultivated.”（Paul&Elder）,思辨能力,Whycriticalthinking?,11,Sloppythinking,Criticalthinking,12,Emerson,Whatisthehardestthingintheworld?Tothink.,Facione,Educationisnothingmore,norless,thanlearningtothink!,13,DelphiExpertConsensusonCT“Weunderstandcriticalthinkingtobepurposeful,self-regulatoryjudgmentwhichresultsininterpretation,analysis,evaluation,andinference,aswellasexplanationoftheevidential,conceptual,methodological,criteriological,orcontextualconsiderationsuponwhichthatjudgmentisbased.CTisessentialasatoolofinquiry.,14,Assuch,CTisaliberatingforceineducationandapowerfulresourceinonespersonalandciviclife.Whilenotsynonymouswithgoodthinking,CTisapervasiveandself-rectifyinghumanphenomenon.Theidealcriticalthinkerishabituallyinquisitive,well-informed,trustfulofreason,open-minded,flexible,fair-mindedinevaluation,15,honestinfacingpersonalbiases,prudentinmakingjudgments,willingtoreconsider,clearaboutissues,orderlyincomplexmatters,diligentinseekingrelevantinformation,reasonableintheselectionofcriteria,focusedininquiry,andpersistentinseekingresultswhichareaspreciseasthesubjectandthecircumstancesofinquirypermit.,16,Thus,educatinggoodcriticalthinkersmeansworkingtowardthisideal.ItcombinesdevelopingCTskillswithnurturingthosedispositionswhichconsistentlyyieldusefulinsightsandwhicharethebasisofarationalanddemocraticsociety.”CTmodels12,17,“Interculturalcompetenceistheappropriateandeffectivemanagementofinteractionbetweenpeoplewho,tosomedegreeoranother,representdifferentordivergentaffective,cognitive,andbehavioralorientationstotheworld.”(B.H.SpitzbergandG.Changnon),跨文化能力,18,“Intimesofincreasedglobalinterdependence,producinginterculturallycompetentcitizenswhocanengageininformed,ethicaldecision-makingwhenconfrontedwithproblemsthatinvolveadiversityofperspectivesisbecominganurgenteducationalpriority.”（KingandBaxterMagolda）,WhydoesICCmatter?,19,“Theneedtodevelopinleaderstheattitudesthatgobeyondtolerancetowardembracingdifferenceandlivingconstructivelyandcompassionatelyinamulticulturalworldiscriticaltothesurvivalofhumankindandtheplanet.Leaderswhocanfunctionacrosscultures,whocancreateandsustainsystemsthatdrawonthestrengthsofthosedifferences,andwhoallowinnovativeapproachestoemergeareessentialineveryhumanendeavor.”（MargaretD.Pusch）,20,“Educationisthereforeaneducationinfreedom-freedomfrominheritedbiasesandnarrowfeelingsandsentiments,aswellasfreedomtoexploreotherculturesandperspectivesandmakeonesownchoicesinfullawarenessofavailableandpracticablealternatives.”(BhikhuParekh),21,“Knowingthatstudentsandsocietycouldultimatelybenefitfromcross-culturallearning,butfailingtotakethenecessarystepstointentionallycreateenablingconditionsinandoutsidetheclassroomisdownrightirresponsible.”(HarperandAntonio),22,WhatdowemeanbyICC?,26DimensionsofICC,23,自主学习能力,10DimensionsofAL,24,CcontentandLanguageIntegratedInstruction,25,DefinitionofCLIL“anydual-focusededucationalcontextinwhichanadditionallanguage,thusnotusuallythefirstlanguageofthelearnersinvolved,isusedasamediumintheteachingandlearningofnon-languagecontent”(CLIL/EMILE:TheEuropeanDimension,15),26,27,28,Integrationisthekey!,29,CONTE