基础英语课程中思辨能力培养的教学经验与心得
常规课堂活动的改进
高阶思维问题的设计
文本解读，课堂提问，课例评析
课堂组织
paraphrase，词义，背景知识，summary主体由学生完成
purposeful, self-regulatory judgement, a self-rectifying human phenomenon
gender and language: things assocated with gender, parent fo baby x, baby x
attacking faulty reasoing, logic reasoning
课文主题相关的材料
比较，分析，批判等高阶思维
greater depth, broader context, detail included or exlucde, react differetly to the two texts
课前任务布置：参考资料，难点，文化背景，批判思考题
课前准备：查，读，遍，练，思
课堂，展示交流
任务重复，录音转写，意义协商
方法：
paraphrase
解释词义
介绍背景知识
summary。。。
教师讲解的部分让学生讲
多问一些思辨性的问题。
扩宽视角，让学生有话可说
学生思辨能力的训练也
设计思辨问题：
由学生解释词义，介绍背景知识，总结
心胸开阔，深思意愿接受自己不知道的事情，探寻精准的结果
文本解读 课堂提问 课例评析
1. student-centered class for critical thinking
课时2 活动组织及高阶思维问题设计
何晓东
一。常规课堂活动的改进
critical thinking example: to paraphrase conventional or intended meanings of words,ideas, statements...(The Delphi Report)
critical thinking definition: purposeful, self-regulatory judgment, a self-rectifying human phenomenon
Critical thinker: open-minded, willing to reconsider, persistent in seeking precise results (The Delphi Rephort)
教师讲解、总结等教师为主体的课堂教学给学生的思辨空间非常少，需要让学生主动进行这些学习过程。
以查词典为例：老词新意应引起学生的注意,根据上述含义，学生如果没有self-regulatory judgment,self-rectifying 就不能培养自己的思辩能力。
所以要让学生查单词时考虑：will it make sense? 其目为了提升学生的思考能力。
有教师介绍背景知识转变为让学生思考，查找，展示这些知识。how much your listeners can understand you?
由教师总结转变为学生总结学习主题等。
所以教学过程转变为将思维能力的培养融入语言知识和文化知识的学习当中。
二。高阶思维问题的设计
1. Bloom's taxonomy(1956); The Delphi Report; Thinker's guide..
<大学思辩英语教程>
中学英语：文本解读；课堂提问；课例评析
课堂提问不能过于宽泛、思想内容过于浅表、碎片式的泛泛之谈，反复地层次语言水平
2. 例子
1）Speech：logos and pathos cf. to identify a phrase intended to trigger a sympathetic emotional response which might induce an audience to agree with an opinion (the Delphi Report)
教师根据上述概念提出如下问题
How did the speaker try to inflame the minds of his listeners?
Do you feel that the more times the speaker says something, the more likely you will believe him?
Do you feel that more times teh speaker says sth., the stronger his argument is? Or if the speaker tries to flatter you, you are more likely to believe him?
How could the speech be more persuasive?--logos...
2）Gender and language: "X: A Fabulous Child's Story"(Lois Gould)
Think back to when you were growing up as a child. What were some of the things (toys, clothes, hobbies, etc.) highly associated with your gender? How did people react if you ever stepped outside of the gender norms you were expected to follow?
imagine you were the parent of "Baby X", or the parent of one of "the Other Children" at school, how would you feel or react?
imagine you were "Baby X" and grew up to become a teenager or an adult. What would make it difficult for you to go through a typical day?
三.课堂组织模式
1.Teacher talk思辩空间最小
2.教师提问，学生回答。教师反馈或代答。
3.教师根据学生回答的情况层层递进地提问，类似于苏格拉底的提问式教学。这对学生的思维能力培养很有好处，但是对老师思维水平要求很高，学生要全神贯注地参与。
4.教师集中提问，学生集中思考讨论然后回答。所有学生有充分时间思考至少部分问题。
5.反转课堂：教师先提问，让学生准备，课堂上交流和探讨。
主要采用4.5种学习方式。
任务重复时为了让学生检查自己的语言是否存在问题。
6.学生自己提出研究问题，进行思考（RICH）。
问答：
1.思辩能力训练与语言能力相互作用。因该是对语言的提升更有兴趣。
2.中学英语教学方法值得借鉴
3.为了避免学生大量抄袭，PPT上只能是outline，keywords,展示时不能大段念稿子。
4.王初名读后续写也有助于培养学生的思辩能力
