论外语教学中批判性思维的整合

批判性思维是新时代所要求的一种重要的能力,是求职工作中最重要的七大能力之一.但在外语教学中,我们往往只注重语言能力的训练,而忽视了批判性思维的培养.本文分析了在外语教学中整合批判性思维的理由,在过程中所遇到的各种障碍,并提出解决问题的几点策略和方法.     

论外语教学中批判性思维的整合(英文)

批判性思维是新时代所要求的一种重要的能力,是求职工作中最重要的七大能力之一。但在外语教 学中,我们往往只注重语言能力的训练,而忽视了批判性思维的培养。本文分析了在外语教学中整合批判性思维的 理由,在过程中所遇到的各种障碍,并提出解决问题的几点策略和方法。     

Oral English language proficiency and reading mastery: The role of home language and school supports

The analysis of 21,409 participants of the Early Childhood Longitudinal Study–Kindergarten cohort focused on home and school factors sought to understand the level of reading mastery that children experienced throughout elementary school and Grade 8 by relating home language use, timing of oral English language proficiency, and the provision of school-based English language learner services to reading mastery. Results confirm that non-English language use at home is associated with a decreased reading mastery at higher levels of proficiency in Grades 1 and 3, and is reduced to nonsignificance in Grades 5 and 8 with the inclusion of teacher and school factors. Also, the negative association between timing of oral English language proficiency and reading mastery is partially explained by teacher and school factors, particularly children's receipt of English language learner services. The findings provide support for policies that provide language services for language minority children and families during the transition to school and through the elementary school years.     

英语教学中跨文化交际能力的培养

通讯技术的迅猛发展和经济的全球化,使得跨文化交际成为当代人们生活中不可或缺的一部分,因此越来越多的研究者开始关注英语学习者的跨文化交际能力。基于对文化与交际、语言与文化之间关系的系统分析,以及对跨文化交际的界定,探究了跨文化交际能力的培养策略。     

提高非英语专业大学生英语思维能力的可行性

从语言、思维和文化三者的关系出发,文章说明提高英语思维能力的必要性;进而剖析影响非英语专业大学生提高英语思维能力的主要原因;就英语教师应研究如何在语言中教文化,让学生在文化中学习语言最终达到掌握语言等方面提出一些可行性建议。     

Predictors and outcomes of early versus later English language proficiency among English language learners

The development of English language learners (ELLs) was explored from kindergarten through eighth grade within a nationally representative sample of first-time kindergartners (N = 19,890). Growth curve analyses indicated that, compared to native English speakers, ELLs were rated by teachers more favorably on approaches to learning, self-control, and externalizing behaviors in kindergarten and generally continued to grow in a positive direction on these social/behavioral outcomes at a steeper rate compared to their native English-speaking peers, holding other factors constant. Differences in reading and math achievement between ELLs and native English speakers varied based on the grade at which English proficiency is attained. Specifically, ELLs who were proficient in English by kindergarten entry kept pace with native English speakers in both reading and math initially and over time; ELLs who were proficient by first grade had modest gaps in reading and math achievement compared to native English speakers that closed narrowly or persisted over time; and ELLs who were not proficient by first grade had the largest initial gaps in reading and math achievement compared to native speakers but the gap narrowed over time in reading and grew over time in math. Among those whose home language is not English, acquiring English proficiency by kindergarten entry was associated with better cognitive and behavioral outcomes through eighth grade compared to taking longer to achieve proficiency. Multinomial regression analyses indicated that child, family, and school characteristics predict achieving English proficiency by kindergarten entry compared to achieving proficiency later. Results are discussed in terms of policies and practices that can support ELL children's growth and development.     

提高非英语专业大学生英语思维能力的可行性

从语言、思维和文化三者的关系出发,文章说明提高英语思维能力的必要性;进而剖析影响非英语专业大学生提高英语思维能力的主要原因;就英语教师应研究如何在语言中教文化,让学生在文化中学习语言最终达到掌握语言等方面提出一些可行性建议。     

论体育语言与逻辑思维

体育语言因逻辑思维不同而导致观点和结论各异．鉴于当今逻辑学的最新发展和国内外学术研究的共识，文章指出：自然语言逻辑是研究体育语言问题的最佳方法论基础，应大力开展自然语言逻辑研究．     

批判性思维与英语写作教学

本文以一则运用批判性思维进行描写的英语写作作业为例,探讨中国英语写作教学中运用批判性思维的情况。研究方法既有对学生作文进行文本分析和描述研究,也有对学生作文得分的量化研究,也邀请了其他教师对学生作文评分。批判性思维的认知技能基本体现在逻辑思维,辩证思维,创新思维这3种思维能力上。本研究显示,学生作文基本做到逻辑清楚,而英语写作教学中运用批判性思维的薄弱环节是创新思维能力和辩证思维能力。培养批判性思维可分解为情感策略,元认知策略——宏观技能和认知策略——微观技能3大类。结合相应的问题,从认知——微观技能给出培养批判性思维的具体策略范例,从而在写作训练和批判性思维的培养之间建立紧密联系。     

Validating English Language Proficiency Assessment Uses for English Learners: Academic Language Proficiency and Content Assessment Performance

States use standards‐based English language proficiency (ELP) assessments to inform relatively high‐stakes decisions for English learner (EL) students. Results from these assessments are one of the primary criteria used to determine EL students’ level of ELP and readiness for reclassification. The results are also used to evaluate the effectiveness of and funding allocation to district or school programs that serve EL students. In an effort to provide empirical validity evidence for such important uses of ELP assessments, this study focused on examining the constructs of ELP assessments as a fundamental validity issue. Particularly, the study examined the types of language proficiency measured in three sample states’ ELP assessments and the relationship between each type of language proficiency and content assessment performance. The results revealed notable variation in the presence of academic and social language in the three ELP assessments. A series of hierarchical linear modeling (HLM) analyses also revealed varied relationships among social language proficiency, academic language proficiency, and content assessment performance. The findings highlight the importance of examining the constructs of ELP assessments for making appropriate interpretations and decisions based on the assessment scores for EL students. Implications for policy and practice are discussed.     

大学英语教学中批判性思维的培养模式研究

作为大学生综合素质不可或缺的组成要素,批判性思维的培养理应成为大学英语课堂教学的重要目标和任务之一。本文先探讨了批判性思维的概念,又详细分析了大学英语教学中培养批判性思维的重要性,并以大学英语课堂使用的《新视野大学英语精读》第二册第七单元为例,对大学英语教学中培养批判性思维的教学模式进行了探讨。     

大学校本英语水平考试中的几个核心语言能力构念

本文首先讨论大学英语教学的语言能力目标和课程定位、中国人的英语能力以及中国人英语学习的目标语等,接着讨论大学校本英语水平考试设计中的几个核心能力构念,即语言能力的可分性、语言能力的工具性与人文性、跨文化交际语言能力与思辨能力等.认为,如果考试设计成员对这些核心理念或者能力构念模糊不清、观点不明,就会直接影响考试设计的质...     

外语选修课与英语综合能力的培养

大学英语教学长期以来存在诸多问题,社会的发展和学生英语水平的提高对大学英语教学和学生综合应用能力提出了更高的要求。同时,英语综合应用能力的概念有了较大的扩展,不仅仅指的是语言的听说读写能力。本文认为,构建合理的大学英语课程体系,开设多样的外语选修课加上完善的课程考核机制有利于提高学生的英语综合应用能力。     

English language teaching curriculum in Iran: planning and practice

The present study investigates English language teaching (ELT) curriculum planning in Iran's Ministry of Education and its implementation by teachers. We studied programme evaluation; needs analysis; the ELT-specific documents; communication channels between planning and practice levels; teacher evaluation and student assessment; interpretation and re-examination of national policies within the Ministry; and the criteria set for ELT material development. Instrumentation included: curriculum documents; interviews with Ministry officials, material developers and headteachers; and teacher questionnaires. Results attested to the lack of any ELT-specific document for material development and absence of research-based needs assessment as the foundation of the programmes. Also, there are no pre-defined linguistic and professional criteria for evaluating teachers, and planning for students' assessment is limited to a set of general guidelines. Moreover, there is neither a programme evaluation nor an ELT evaluation model and national-level policies are not re-examined at planning level. Results also indicate that politico-ideological beliefs of material developers are as important as their expertise and communication channels between planning and practice levels are of a top-down nature. It is argued that the gap between planning and practice results from a highly centralised policymaking process in which local policymakers (i.e. teachers) are not involved.     

思辨能力与英语读写衔接

本文从思辨能力的界定和研究综述出发,以英语专业的阅读与写作的教学为例,深入探讨了英语专业学生思辨能力的界定和理据、目前存在的问题及思辨能力与读写衔接问题。这不仅对于英语专业,对于其他专业学生也有较大的借鉴意义及应用价值。     

在绘画和语言综合活动中发展幼儿创造性思维

人的创造性思维发展的启蒙时期在幼儿阶段，培养幼儿的发散性思维与聚合性思维的统一，能有效发展其创造性思维。根据幼儿的思维发展特点，在绘画和语言综合活动中，采用创设“画”和语言综合活动的环境，注重活动过程及作品展示相结合的形式，适机对幼儿进行启发、引导、激励，对发展幼儿的创造性思维是极为有效的途径。     

Classroom learning environment,critical thinking and achievement in an interdisciplinary subject: a study of Hong Kong secondary school graduates

Although the relationship between the classroom learning environment and academic achievement has been explored in subject-free and disciplinary subject contexts, research into this relationship is still lacking in the context of interdisciplinary subjects. This study investigated the relationship between the classroom learning environment and student achievement in an interdisciplinary subject (i.e. liberal studies) in Hong Kong secondary schools. The mediating role of critical thinking was also explored. The participants were 410 Hong Kong secondary school graduates. The structural equation modelling analyses indicated that (1) the Content aspect of the classroom learning environment had an effect on the achievement in liberal studies, and this effect was not mediated by critical thinking; (2) the Pedagogy aspect predicted critical thinking skills, which in turn predicted the achievement in liberal studies; (3) the Relation aspect had no significant effects on critical thinking skills and student achievement in liberal studies. Suggestions on enhancing students’ high-order thinking skills and achievement in interdisciplinary subjects were provided.     

在英语教学中培养学生的创造性和批判性思维

创造性和批判性思维对于科技的发展,经济的增长,社会的进步起着重要的作用。本文探讨了两种思维的定义,并就如何在英语教学中培养学生的创造性和批判性思维提出了自己的观点。     

培养大学生英语思维与文化意识

大学英语教学的主要目的在于提高学生的英语应用能力,本文根据大学生思维习惯和英语学习规律,分别从培养英语思维与文化意识两方面,以务实的精神提出了大学英语教学中需要特别注意的问题。     

英语语言学在思维能力培养的作用

随着中国逐渐走进国际,使用英语的范围也越来越广,使得英语现在成为一门很重要的课程,新世纪对于英语人才的要求不仅体现在扎实的基本语言技能,更关注于思维能力的培养,二者同等重要,因此,思维能力的培养是英语语言教学的一项重要任务。本文针对目前学生在英语学习中存在的思维障碍,从教学大纲出发,提出了帮助学生克服障碍,探讨学生英语逻辑思维、哲学思维和创新思维能力的培养。