基于英语阅读的大学生思辨能力发展:一项案例研究
|
摘要
关注学生的思辨能力培养是我国英语教学发展的趋势。以《英语名篇阅读》课程为例,通过设计思辨性阅读任务,采用课堂提问、小组讨论和师生互动方法,培养学生的阐释、推理、分析等思辨技能;通过口语和书面两种方式,激发学生的语言产出以及对思辨技能的操练。基于对学生阅读输入和书面产出的分析,认为学生的阅读理解能力、口语和书面语产出能力有了显著提高,学生的思辨能力也有提升。
Focusing on the cultivation of students' critical thinking ability has become a trend of English teaching in China. Taking the English Classic Essays Reading course as an example, this study aims to foster students' critical thinking ability such as interpretation, inference, analysis by adopting teachers' questions, group discussion and teacher-student interaction. Both oral and written ways are employed to enhance students' oral output and train their critical thinking ability. Based on the analysis on students' reading input and written output, the findings reveal that the capabilities of students' reading comprehension, oral output and written output have improved notably, and so does students' critical thinking ability.
Focusing on the cultivation of students' critical thinking ability has become a trend of English teaching in China. Taking the English Classic Essays Reading course as an example, this study aims to foster students' critical thinking ability such as interpretation, inference, analysis by adopting teachers' questions, group discussion and teacher-student interaction. Both oral and written ways are employed to enhance students' oral output and train their critical thinking ability. Based on the analysis on students' reading input and written output, the findings reveal that the capabilities of students' reading comprehension, oral output and written output have improved notably, and so does students' critical thinking ability.
引文
[1]彭青龙.论《英语类专业本科教学质量国家标准》的特点及其与学校标准的关系[J].外语教学与研究,2016,48(1):109—117.
[2]王守仁.《大学英语教学指南》要点解读[J].外语界,2016(3):2—10.
[3]文秋芳,王建卿,赵彩然,等.构建我国外语类大学生思辨能力量具的理论框架[J].外语界,2009(1):37—43.
[4]黄源深.英语专业课程必须彻底改革——再谈“思辨缺席”[J].外语界,2010(1):11—16.
[5]孙有中,金利民.英语专业的专业知识课程设置改革初探[J].外语教学与研究,2010,42(4):303—305.
[6]Facione P.A.Critical thinking:What it is and why it counts.Insight Assessment[M].California:California Academic Press,2004.
[7]余燕玲,代建军.语文深度阅读教学的分析模式[J].教育科学研究,2017(5):49—53.
[8]Bloom's Taxonomy:Psychomotor Domain.Retrieved 2018/6/10 from:http://www.csus.edu/indiv/e/estiokom/bloom staxonomy.pdf.
[9]《中国学生发展核心素养》总体框架[N].人民日报,2016-11-15.
[2]王守仁.《大学英语教学指南》要点解读[J].外语界,2016(3):2—10.
[3]文秋芳,王建卿,赵彩然,等.构建我国外语类大学生思辨能力量具的理论框架[J].外语界,2009(1):37—43.
[4]黄源深.英语专业课程必须彻底改革——再谈“思辨缺席”[J].外语界,2010(1):11—16.
[5]孙有中,金利民.英语专业的专业知识课程设置改革初探[J].外语教学与研究,2010,42(4):303—305.
[6]Facione P.A.Critical thinking:What it is and why it counts.Insight Assessment[M].California:California Academic Press,2004.
[7]余燕玲,代建军.语文深度阅读教学的分析模式[J].教育科学研究,2017(5):49—53.
[8]Bloom's Taxonomy:Psychomotor Domain.Retrieved 2018/6/10 from:http://www.csus.edu/indiv/e/estiokom/bloom staxonomy.pdf.
[9]《中国学生发展核心素养》总体框架[N].人民日报,2016-11-15.