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1、英语类专业学生的 素质、知识与能力,孙有中 北京外国语大学,提 纲 1.英语类专业的人才培养规格 2.人文思辨系列教材的编写理念,1.英语类专业的人才培养规格,素质要求 应具有正确的世界观、人生观和价值观，良好的道德品质，中国情怀和国际视野，社会责任感，人文与科学素养以及合作精神。,英语类专业人才的特色和优势：国际化,国际化人才是指具有国际化意识和胸怀以及国际一流的知识结构，视野和能力达到国际化水准，在全球化竞争中善于把握机遇和争取主动的高次人才。国际化人才应具备以下7种素质：宽广的国际化视野和强烈的创新意识；熟悉掌握本专业的国际化知识；熟悉掌握国际惯例；较强的跨文化沟通能力；独立的国际活动能
2、力；较强的运用和处理信息的能力；且必须具备较高的政治思想素质和健康的心理素质，能经受多元文化的冲击，在做国际人的同时不至于丧失中华民族的人格和国格。（MBAlib),知识要求 应掌握英语语言知识、英语文学知识、英语国家知识，熟悉中国语言文化知识，了解相关专业知识以及人文社会科学与自然科学基础知识，形成跨学科知识结构。,能力要求 应具备英语运用能力、英语文学赏析能力、跨文化交流能力、思辨能力、一定的研究能力、自主学习能力和实践能力。,2.人文思辨系列教材的编写理念,2.人文思辨系列教材的编写理念,2.人文思辨系列教材的编写理念,1) Ability-Driven Education,人文素养 人
3、文知识：文学、历史、哲学、社会学 人文精神：爱人、爱文化、爱思想、爱自然,英语运用能力 能理解英语口语和书面语传递的信息、观点、情感；能使用英语口语和书面语有效地传递信息，表达思想、情感，再现生活经验，并能注意语言表达的得体性、灵活性和丰富性；能借助语言工具书和相关资源进行笔译工作，并能完成一般的口译任务；能有效使用策略提高交际效果；能运用语言知识和基本方法对语言现象进行分析和反思。,跨文化交流能力 能通过语言学习认识世界的多样性，并以积极开放的态度对待多元文化现象；能敏锐觉察并能合理解释和分析文化差异；能灵活运用策略完成跨文化交流任务；能帮助不同文化背景的人士进行有效的跨文化沟通。,14,F
4、ive components of IT (Byram) Attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about ones own. Knowledge: of social groups and their products and practices in ones own and in ones interlocutors country, and of the general processes of societal and indi
5、vidual interaction.,15,Skills of interpreting and relating: ability to interpret a document or event from another culture, to explain it and relate it to documents from ones own. Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices,16,and the abil
6、ity to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction. Critical cultural awareness/political education: an ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in ones own and other culture
7、s and countries.,思辨能力 勤学好问，相信理性，尊重事实，谨慎判断，公正评价，敏于探究，持之以恒地追求真理；能对证据、概念、方法、标准、背景等要素进行阐释、分析、评价、推理与解释。 ,自主学习能力 能对学习进行自我规划、自我监管、自我评价、自我调节；能组织和配合他人开展学习活动；能及时总结并善于借鉴有效学习策略改进学习方法；能利用现代信息技术手段进行学习。,2) Content and Language Integrated Learning,Definition: “any dual-focused educational context in which an additi
8、onal language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content” (CLIL/EMILE:The European Dimension, 15),Integration is the key!,The key is integration!,C O N T E N T,L A N G U A G E,3)Task-Based Instruction,Defini
9、tion: the use of authentic target language to do meaningful tasks,A task has four main characteristics: A task involves a primary focus on (pragmatic) meaning. A task has some kind of gap (information gap, reasoning gap, and opinion gap). The participants choose the linguistic resources needed to co
10、mplete the task. A task has a clearly defined, non-linguistic outcome. (Rod Ellis),N. S. Prabhus three gaps: Information-gap activity: a transfer of given information from one person to another or from one form to another, or from one place to another generally calling for the decoding or encoding o
11、f information from or into language and attempts to convey it verbally to the other.,Reasoning gap activity: deriving some new information from given information through processes of inference, deduction, practical reasoning, or a perception of relationships or patterns. Opinion gap activity: identifying and articulating a personal preference, feeling, or attitude in response to a given situation.,ACT,
