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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,大学思辨英语教程 总主编：孙有中,大学思辨英语教程,教材结构,编写理念,知技融合,能力导向,思辨为本,提 纲,A,C,T,Ability-Oriented Education,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,写,创作、学术写作、研究方法,英语运用能力,Anything new?,“Everyone thinks; it is our nature to do so. But much of our thinking, lef
2、t to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, m
3、ust be systematically cultivated. ”（Paul & Elder）,思辨能力,Why critical thinking?,Sloppy thinking,Critical thinking,Emerson,What is the hardest thing in the world? To think.,Facione,Education is nothing more, nor less, than learning to think!,Delphi Expert Consensus on CT “We understand critical thinkin
4、g to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inqui
5、ry.,As such, CT is a liberating force in education and a powerful resource in ones personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-m
6、inded, flexible, fair-minded in evaluation,honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in se
7、eking results which are as precise as the subject and the circumstances of inquiry permit.,Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a
8、rational and democratic society.” CT models 1 2,“Intercultural competence is the appropriate and effective management of interaction between people who, to some degree or another, represent different or divergent affective, cognitive, and behavioral orientations to the world.” (B. H. Spitzberg and G
9、. Changnon),跨文化能力,18,“In times of increased global interdependence, producing interculturally competent citizens who can engage in informed, ethical decision-making when confronted with problems that involve a diversity of perspectives is becoming an urgent educational priority.” （King and Baxter Ma
10、golda）,Why does ICC matter?,19,“The need to develop in leaders the attitudes that go beyond tolerance toward embracing difference and living constructively and compassionately in a multicultural world is critical to the survival of humankind and the planet. Leaders who can function across cultures,
11、who can create and sustain systems that draw on the strengths of those differences, and who allow innovative approaches to emerge are essential in every human endeavor.” （Margaret D. Pusch）,20,“Education is therefore an education in freedom-freedom from inherited biases and narrow feelings and senti
12、ments, as well as freedom to explore other cultures and perspectives and make ones own choices in full awareness of available and practicable alternatives.” (Bhikhu Parekh),21,“Knowing that students and society could ultimately benefit from cross-cultural learning, but failing to take the necessary
13、steps to intentionally create enabling conditions in and outside the classroom is downright irresponsible.” (Harper and Antonio),What do we mean by ICC?,26 Dimensions of ICC,自主学习能力,10 Dimensions of AL,Ccontent and Language Integrated Instruction,Definition of CLIL “any dual-focused educational conte
14、xt in which an additional 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!,C O N T E N T,L A N G U A G E,The key is Integration!,知识内容,Whats so different?,What remains unchanged?,词法,句法,篇章,修辞,准确,流畅,译,写,读,说,听,基本功,Thinking-Based Learning,文明 互鉴,What?,How?,I think, therefore I ACT.,
