思辨英语教学的八大原则（target，evaluate，reflect， routinize，inquire，fulfill，integrate，cooperate=terrific）

1. Target

--highlight CT objectives in your syllabus: cognitive skills and affective dispositions

---make CT explicit through the teaching procedure

《大学英语思辨教程》

2. Inquire 探究

思辨英语教学应提供通过思辨进行探索的机会

inquiry-based learning

--present established facts or portraying a smooth path to knowledge

--identify and research issures and questions to develop their knowledge or solutions

Qs must be designed to go down the surface

3.  Routinize: 常规

思辨英语教学应设计有效的活动反复训练高阶思维

--learn CT knowledge: Paul and Elder, Bloom and Anderson, Delphi

--practice CT routines:

Ron Ritchhart, Making Thinking Visible

think-pair-share

pose a  Q

think individually

exchange ideas in  pairs

share ideas in groups

4. integrate: 融合

--the compatibility of language and CT

--content: disciplinary, systematic, challenging

--language learning: from explicit to implicit

5. reflect 反思

通过反思活动培养元认知能力和自我调节思维的能力

Think about one's own thinking:

--problem solving

--discussing problem-solving process and metacognition

6. cooperate 合作

思辨英语教学应构建合作学习共同体

-teachers' modeling critical thinking

-CT Culture

   curious

   open-minded

   truth-seeking

   respectful

   ...

7. evaluate: 评价

思辨英语教学应运用思辨标准评价学习活动

--apply intellectual standards to the elements of reasoning in order to develop intellectual traits

--bring intellectual standards into daily use

--incorportate CT performance in the course grade

8. fulfill: 激发

思辨英语教学应最大限度激发学习者的学习潜能和英语专业的人文教育潜能

--independent learning

--language for liberal education: liberal english education

Q: How can we help our students become better thinkers and better speakers?

A: Substantially increase the quality and quantity of speaking spportunities. 

Project approach includes small group presentations, many more(15-20) speaking opportunities and researched speeches, 5-8 impromptu speeches, dynamic, peer  oral assessment and finally, more written pages. 

任务3：Introduction of critical thinking as a system of analysis and eva;uation

The top five most important skills are professionalism, teamwork, oral communication, ethics and social responsibility, and finally, reading comprehension. 

Collaborating in small groups/comunication principles

How to resolve conflicts?

Defusing communication helps.

no gunnysacking, do forgive.

如何提高交流技巧，如何有效评价，如何避免distraction。

evidence in argument.

target affective dispositions explicitpaul and elder 主编的外研社rit

obstacles while listening

1. drifting

2. electronic distractions

3. preoccupation in other issues

4. prejudice

5. selective perceptions

theory of nonconfrontation

Aristotle's definition of rhetoric

finding all of hte available means of persuasion in any given circumstance

Aristotle's three artistic proofs

ethos--source credibility

logos--logical appeal

pathos--emotional appeal

Types of research

statistics

examples

expert tesimonial

教学目标：包括思辨能力。词汇，语法，内容之外，思辨能力的培养。

1. Target

2. Inquire

3. Routinize

4. Integrate

5. Reflect

6. Cooperate

7. Evaluate

8. Fulfill 

Q: How can we help our students become better thinkers and better speakers?

A: Substantially increase the quality and quantity of speaking opportunities.

The open-source instructor guide for the IVC Project is available: http://ses.*su.edu.cn/info/1103/3237.htm

http://www.ivc.edu/faculty/grybold/Pages/Profile.aspx

思辨英语教学原则Teaching THINK English 

跨文化、思辨。

思辨英语教学原则：

1. Target: highlight CT objectives in your syllabus: cognitive skills and affective dispositions ; Make CT expict through the teaching predures

什么样的思辨能力和跨文化能力，如何在教学过程中实现

2. Inquire: inquiry-based learning. Identify and research issues and questions to develop their knowledge or solutions 

Socratic dialog 苏格拉底式对话，针对cooperate一个简单的问题，进行深入的探讨，反复询问，拷问。

采访-report-共识-更大的小组共识

3. Routinize :活动设计，反复训练高阶思维

Learn CT knowledge: Paul and Elder, Thinker's Guide Library Bloom and Anderson, Dehphi

Practice CT routines: Ron Ritchhart, Making thinking Visible

Think-Pair-Share 

--Pose a quesiton ; Think individually; Exchange ideas in pairs; Share ideas in groups(intellectually chanllenging questions; independent thinking; perspectivizing; reflecting )

4. Integrate: 融合语言能力和思辨能力的培养compatibility of language and CT

5. Refelect ：通过反思活动培养元认知能力和自我调节思维的能力

thinking about one's own thinking 

problem-solving 

disussing problem-solving p*ess and metacognition 

6. Cooperate: 构建合作学*共同体

独学无友则孤陋寡闻也

7. Evaluate运用思辨标准评价学*活动

clarity, accuracy 

8. Fulfill 激发学*者的学*潜能和人文潜能

language for liberal educaiton 

how to diliver a speech 

how should i act? 

be yourself 

how should i talk 

like you having a conversation 

vocal variety 

pitch 

rate 

volumne 

how should i stand?

neutral position 

holding notes 

no hostage(no hands behind backs)

how should i move 

no big gesturs 

biut you can use small gestures 

语言教学首先要教会学生如何思考

notes types 

flowing notes 

assessment notes  

“Whoever is doing the assessing is doing the critical thinking.”

http://ses.*su.edu.cn/info/1103/3237.htm

1. Critical Thinking思辨/Intercultural融入教学目标

思辨教材

tips: evidence; credibility of the evidence

2. inquiry-based learning 探究： identify and research issues. 学生活动+教师设计：

Socratic dialogs:交叉提问+未预先设定的明确结论

interview 5students>summary+report>两个同学必须达成共识>7-8个同学组组讨论不同的共识观点。

3. routinize常规：设计有效活动+反复训练高阶思维

阅读文献：a. learn CT knowledge: Paul and Elder, Bloom and Anderson, Delphi-思想者指南 thinkers' guide theory

b. Ron Ritchhart: Making Thinking Visible:

think-pair-share: question-think individually>exchange ideas in pairs > share in groups of 7/8

4. integrate:融合语言能力和思辨能力

两者是兼容的compatibility。

显explicit到隐implicit的语言learning。要有大量的活动自然融合语言。

《大学思辨英语教程》

5.reflect反思活动-元认知能力+自我调节思维

Q：how can help ss better thinkers/speakers

A: Substantially increase quality and quantity of speaking opportunities. 

instructor guide:

oral communication/public speaking:

e.g. key word, ask ss to speak about it with a format.

teacher sitting together with ss, ss assessing

part 1: theory: 

Pras-dialectic unity of concepts and practical activities as instrument to change: repeat the same skill in different contexts

"Whoever is doing the assessing is doing the c t."---peer assessment+oral ass + dynamic+no scores: improvement & positive（I would like it more if)+in groups

Part2- student activities: repeated daily without too much labors(labor for ss)