《新大学英语跨文化交际阅读教程》课件-B3U3 Innovation and

InnovationandEducationInnovationandEducationUnit3目录1Understandwhatinnovationis234KnowtherelationshipbetweeninnovationandcuriosityKnowthecorevaluesofacultureofcuriosityUnderstandhowcuriosityisdevelopedatYaleUniversityObjectivesUnit1Unit3CONTENTS1Lead-inScenario234UnderstandingTextAEnhancingGlocalMindsetAssignmentPeriod1Lead-inScenarioLead-inScenario:EducationintheEastandtheWestLead-inScenario:EducationintheEastandtheWestLead-inScenario:EducationintheEastandtheWestA.Previewthescenariobeforeclassandfinishthefollowingexercises.1.WhatarethedifferencesbetweentheEastandtheWestinteachingandlearning?2.Whatwecan/shouldlearnfromtheWesternuniversities?

Lead-inScenario:EducationintheEastandtheWestA.Previewthescenariobeforeclassandfinishthefollowingexercises.1.WhatarethedifferencesbetweentheEastandtheWestinteachingandlearning?Reference:StudentspreferstomemorizethedataandsolutionsintheEast.Teacheristheauthorityintheclass.StudentsfromtheWestdonotmemorizethedataandinformationintheirmajorareaofstudybutlearnhowtofindandusethesematerials.Theyarewillingtochallengetheauthorityintheclass.Lead-inScenario:EducationintheEastandtheWestA.Previewthescenariobeforeclassandfinishthefollowingexercises.

2.Whatwecan/shouldlearnfromtheWesternuniversities?

Reference:Weshouldadequatelyequippedwithcreativeproblem-solvingabilities.Lead-inScenario:EducationintheEastandtheWestB.ReflectingandDiscussing1.Thoughculturaldifferencesareunavoidable,gapsinabilitiesbetweenChinesecollegestudentsandWesterncollegestudentscanbenarrowed.Howcanwenarrowthegapbetweenthetwo?Learntoappreciatethatnewideascomefromaskingquestions.Askingquestionsisalsoawayoflearning.Askingquestionsindicatesthatyouhavethoughtabouttheproblemandhaveadesiretothinkofwaystoresolvetheproblem.Lead-inScenario:EducationintheEastandtheWestB.ReflectingandDiscussing2.Lookatthisissuefromapedagogicperspectiveandanalyzeculturaldifferencesbehinddifferentpedagogy.Differentpedagogyreflectsdifferentculturalvalues.AreadyexampleisthatChinesestudentsdonotoftenaskquestionsduringclassbecausetheyfeartheirquestionsarenotgoodones.WhileintheWesternpedagogy,askingquestionsduringclassisawayoflearning,whichalsotellstheteacherthatthestudentshasgiventhequestionssomethought.UnderstandingTextAUnderstandingTextAA.GlobalUnderstandingReadthetextandanswerthequestions:1.Whatthisspeechisabout?2.What'sthemainideaofPartI(Para.1-2)?3.What'sthemainideaofPartII(Para.3-19)?4.What'sthemainideaofPartIII(Para.20-21)?UnderstandingTextAA.GlobalUnderstandingReadthetextandanswerthequestions:1.Whatthisspeechisabout?

ThisspeechisaboutYale’scultureofcuriosity.2.What'sthemainideaofPartI(Para.1-2)?

Thepartistheopeningpartforthespeech.Inthispart,thepresentstatedthecultureofYale—curiosity.UnderstandingTextAA.GlobalUnderstandingReadthetextandanswerthequestions:3.What'sthemainideaofPartII(Para.3-19)?Theseparagraphsexplainsthewaystoexercisethecuriosity.4.What'sthemainideaofPartIII(Para.20-21)?

Thisistheconcludingpartofthespeech.Letmeknowwhatquestionsyou’veaskedthathavechangedyourlife.B.UnderstandinginterculturalpointsUnderstandingTextAHowtounderstandthesentence“PerhapsIamwrong,andothersareright.”(Para.2)Interculturaltips:PresidentofYaleUniversitypresentsthecultureofYaleasbeingcharacterizedbyasenseofcuriosity:awillingnesstoaskquestions,toadmitfailures,andtokeepsearchingforanswersandsolutions.C.ComprehensionandlanguagepointsUnderstandingTextA1....“WhydoIbelievethat?”or“WhydidIdothat?”.(Para.7).ThisparagraphexplainshowimportantitistoaskquestionsatYale.Allgreatmindshavethehabitofformulatinggoodquestions.Askingquestionsisawayofshowingcuriosity,andisalsoconsideredtobeapathtolearninginWesterneducation.ThisisdifferentfromthetypeoflearningthatteachersinEasterntraditionstendtoemphasize.C.ComprehensionandlanguagepointsUnderstandingTextA2....asopportunitiestolearn-evenifsometimesyougetyourhandbit.(Para.10).Thisparagraphexplainsanotherwaytoexerciseyourcuriosity.Apersonwithastrongsenseofcuriositywillalwaysbeagoodthinker.Therefore,youshouldkeepanopenmindandbedisposedtoaskingdifferentkindsofquestionsthatariseinyourmind.C.ComprehensionandlanguagepointsUnderstandingTextA3.Para.17tellsustobeacuriousperson,youalsoneedtohavethecouragetochallengeyourself.Challengingyourselfmeansyouhavetoadmityoudon’tknowmanythings.Soyouneedtostepoutofyourcomfortzoneandexploremorequestionsinaspiritofcuriosity.EnhancingGlocalMindsetEnhancingGlocalMindsetUnderstandingChinaanditsculture1.Understandtheoniondiagnosticmodel.2.AnalyzethespeechbyPeterSalovey,PresidentofYaleUniversitywiththismodel.A.Pleasepreviewthesectionbeforeclass.Andtrytoanswerthefollowingquestions.EnhancingGlocalMindsetCuriosityandCultureThemodelofoniondiagnosticisconstitutedbybehaviors,normandvalue.Andthevalueisthecoreofthemodel.Behaviorsarewhatpeopledo,whicharebaseduponthenorm.Andthenormcanreflectthevalue.1.Understandtheoniondiagnosticmodel.EnhancingGlocalMindsetCuriosityandCultureBewillingtoadmitoneiswrongandothersareright.Begoodataskingquestions.Bewillingtochangeone’smind.Challengeauthority.AtYale,studentsarewillingtodoabovethings.ItisthevalueofYale—acultureofcuriosity.2.Analyzethespeechwiththismodel.EnhancingGlocalMindsetUnderstandingChinaanditscultureB.Interculturaltips:

Weuseonionasametaphortorefertoculturewhenwetrytounderstandthecultureofcuriosity.Ifwewanttoseetheinnerlayeroftheonion,weshouldpeeloffonelayerafteranother.ThesameistrueofthevalueofYale.Ifwewanttounderstandthevaluesoneholds,wemustanalyzewhatoneisdoing,becauseone’sbehaviorisbaseduponthenorm,whichisthestandardorcriterionoftherightorwrongwayofdoingthings.Andthisnormisdeterminedbythevaluesthatprevailinthecultureofthatcountry.Inotherwords,valuescandeterminenorms,whichcan,inturn,influencepatternsofbehavior.

EnhancingGlocalMindsetCuriosityandCultureC.Task11.WhatdoyouthinkwecanlearnfromYale’scultureofcuriosity?Identifysomepointsfordiscussioninteamsandshareyourthoughtsinclass.2.Whataresomefactorsthathinderusfrombeinginnovative?Canyounameordescribesomefactorsthathavetheeffectofstiflinginnovation?Analyzethosefactors,discusstheminteamsandshareyourthoughtsinclass.EnhancingGlocalMindsetCuriosityandCultureC.Task11.WhatdoyouthinkwecanlearnfromYale’scultureofcuriosity?Identifysomepointsfordiscussioninteamsandshareyourthoughtsinclass.Bewillingtoadmitoneiswrongandothersareright;Begoodataskingquestions;Bewillingtochangeone’smind;Challengeauthority.EnhancingGlocalMindsetCuriosityandCultureC.Task12.Whataresomefactorsthathinderusfrombeinginnovative?Canyounameordescribesomefactorsthathavetheeffectofstiflinginnovation?Analyzethosefactors,discusstheminteamsandshareyourthoughtsinclass.Bepassiveinlearning;Fearaskingquestions;Havenothoughtofone’sown.Assignment

AssignmentAfterclasspleasereadTextAagain,andfinishtheexercisesinthispart.Reviewtheinterculturaltipsandlanguagepointswehavelearnedinclass.CONTENTS1InterculturalPuzzle234Comprehending&PracticingAcademicWritingFollow-upProjectPeriod2UnderstandingCulturalDiversityInterculturalPuzzle

InterculturalPuzzleWhyMyScoreWasSoLowWorkingroupsanddiscussthefollowingquestions:1.Whatinterculturalmistakesdescribedinthecasestudy?2.Ifyouhadthechancetostudyabroad,whatwouldyoudotoobtainhightestscores?

InterculturalPuzzleWhyMyScoreWasSoLowWorkingroupsanddiscussthefollowingquestions:1.Whatinterculturalmistakesdescribedinthecasestudy?Reference:XiaoMeididn’taskquestions.Althoughsheworkedhard,shenevershowheropinionsinandoutoftheclass.

InterculturalPuzzleWhyMyScoreWasSoLowWorkingroupsanddiscussthefollowingquestions:2.Ifyouhadthechancetostudyabroad,whatwouldyoudotoobtainhightestscores?Reference:Theanswerisopen.

InterculturalPuzzleWhyMyScoreWasSoLowB.Analyzetheissuesinthecase.HowdidXiaoMeidoduringherfirstyearattheBritishuniversity?WhataresomeofthedifferencesbetweenXiaoMeiandherclassmatesintheirapproachtolearning?

InterculturalPuzzleWhyMyScoreWasSoLowB.Analyzetheissuesinthecase.1.HowdidXiaoMeidoduringherfirstyearattheBritishuniversity?XiaoMeiworkedveryhard,butshedidn’tgetagoodresult.Beingusedtogettingalltheinformationandanswersfromteachers,sheneveraskedquestionsinclass.

InterculturalPuzzleWhyMyScoreWasSoLowB.Analyzetheissuesinthecase.2.WhataresomeofthedifferencesbetweenXiaoMeiandherclassmatesintheirapproachtolearning?XiaoMeionlyreadbooks,listenedcarefully,andtooknotesinclassasmostChinesestudentshabituallydo.HerBritishclassmates,however,likedtoaskquestionsandexpresstheirviewsopenly.Comprehending&PracticingAcademicWriting

ComprehendingandReflectingReferenceanswers:BCDCCDA.ComprehendingandReflecting(TextA)

ComprehendingandReflectingReferenceanswers:BBCCDAA.ComprehendingandReflecting(TextB)Comprehending&PracticingAcademicWritingB.PracticingAcademicWriting

Comprehending&PracticingAcademicWritingB.PracticingAcademicWriting

Keys:(1)WelcometoYale!(2)Weareheretoaskquestions—questionsaboutoneanotherandabouttheworldaroundus.WearehereatYaletonurtureacultureofcuriosity.(3)Letmeknowwhatquestionsyou’veaskedthathavechangedyourlife.Comprehending&PracticingAcademicWritingB.PracticingAcademicWriting

Keys:(4)StoryofIsidorIsaacRabi,oneofAmerica’smostextraordinaryscientists.(5)Allthegreatdiscoverieshavecomefromaskingquestion.(6)Oneleadstoanother,whichopensdoorstostillanother.Alongthewaywehavelearnedsomething.(7)Beopentodifferentviewpointsandexperiences,andseethemasopportunitiestolearn.UnderstandingCulturalDiversityUnderstandingCulturalDiversityDiversityPracticingtheOnionDiagnosticModelA.Previewthetextanddiscussthefollowingquestions:1.WhatculturaldifferencescanwefindfromthestudyinJapaneseandAmericanchildren’sdrawings?2.Whatculturevaluesmightgiverisetothebehavior?UnderstandingCulturalDiversityDiversityPracticingtheOnionDiagnosticModel1.WhatculturaldifferencescanwefindfromthestudyinJapaneseandAmericanchildren’sdrawings?UnderstandingCulturalDiversityDiversityPracticingtheOnionDiagnosticModelUnderstandingCulturalDiversityDiversityPracticingtheOnionDiagnosticModelUnderstandingCulturalDiversityDiversityPracticingtheOnionDiagnosticModelWorkingroupsanddiscussthefollowingquestion:2.Whatculturevaluesmightgiverisetothebehavior?UnderstandingCulturalDiversityDiversityPracticingtheOnionDiagnosticModelUnderstandingCulturalDiversityPracticingtheOnionDiagnosticModelB.InterculturalTips:InSeatingArrangements,Americanschoolkidsnowsitincirclesoraroundtablestoo.UnderstandingCulturalDiversityPracticingtheOnionDiagnosticModelC.Task21.Useanyclassesyouaretakinginyouruniversitynowasanexample,andanalyzethemtoseewhethertheyarestudent-centeredorteacher-centered.Areyoupassiveoractiveinlearning?Andfinallydescribetheeffectthisteachingorlearningstylewouldproduceonbothyourselfandthesociety.UnderstandingCulturalDiversityPracticingtheOnionDiagnosticModelC.Task22.ManyuniversitiesinChinahavestartedgeneraleducationprogramsandrungeneraleducationcoursesandsemin