英语专业精读教学中的思辨能力培养（课堂PPT）

1、1李朝晖北京外国语大学英语学院2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 Wolff34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）Assum

2、ption? 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？5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 co

3、urses 6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 SerivnCritical thinking is the art of analyzing and evaluating thinking with a view to improvi

4、ng it.Blooms taxonomy 7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

5、 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 p

6、ower 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).8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

7、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)9Paul & Elder: 35 dimensions of CT S-21 Reading Critically: Clarifying or Critiquing

8、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 their understanding as they read. They do not mindlessly accept no

9、nsense. 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

10、 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 inf

11、ormation. 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.10Basic reading skillsrecognize voca

12、bulary. 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

13、 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 differe

14、nt reading purposes, such as skimming for main ideas or studying in-depth. 11Critical Reading Skills (Garrigus, 2002)Basic critical reading skillsDistinguish topical organization from organization by ideasFinding the main idea of paragraphs, multiparagraph units, and articlesIdentifying idea pattern

15、s of organizationRecognizing transitions that signal relationships among pattern elements and supporting detailsHigh-level critical readingDraw inference and state implied main ideasSynthesize two or more sentences to formulate divided main ideasDistinguish fact and opinionEvaluate evidenceExplain f

16、igurative language(including analogy)Identify basic logical fallacies and emotional appeals1213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14课文预习为学生提供阅读基本理论阅读基本理论Your

17、College Years 2008.pptfive levels of close reading .doc鼓励学生进行积极思考和阅读积极思考和阅读One example of promoting active reading and thinking: Preview task sheet vs. asking questions about the text 质疑策略和回应策略15课堂提问苏格拉底式对话展示性提问(display questions)与参阅性提问(referential questions)管理和控制对话16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

18、阅读的子技能，并使用和学习使用和学习相关语言点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 is saying these? （reflecting on reading strategies used; providing evidence ）How is s/he saying these? (analyzing and

19、 evaluating the development, style, diction, )Key Questions for Critical Comprehension 17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

20、。18课后练习反思策略批判性阅读要求读者以开放的思想去阅读文本, 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19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(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