大学英语阅读思辨教学特点——基于第四届“外教社杯”电子教案比赛的分析

Exploring Features of Critical Thinking Teaching in College English Reading Classes

对第四届"外教社杯"全国高校外语教学电子教案大赛进入决赛的30份教学设计分析表明,大部分大学英语教师有思辨教学的意识,基本上能按照"提出问题→探讨问题→评价问题→整合问题"的模式进行思辨教学。虽然少数设计思辨教学目标明确,教学活动以问题为中心,注重示范、展现思辨过程,引导学生审视现实,但大部分设计都存在不少问题,如教学目标模糊,以文本为中心、缺乏思辨过程以及未能帮助学生构建思辨技能等。大学英语教师需要提高自身思辨能力、改变课堂角色,培养学生独立分析、解决问题的能力。

This paper explores the features of critical thinking teaching in college English ~ading classes by analyzing the 30 teaching designs in the final of the 4th SFLEP National Foreign Language Electronic Teaching Design Contest. The results show that most of the college English teachers had the awareness of teaching critical thinking and in practice they generally followed the teaching model of specification-explora- tion-evaluation-integration. Though in a few teaching designs, teaching objectives were clear, teaching pro- cedures were problem-centered with the teacher＇s modelling and demonstration of critical thinking process and students were encouraged to apply critical thinking skills to reality, yet in most designs, there were lots of p^blems to be solved, such as vague teaching objectives, text-centered teaching activities with no explicit demos of critical thinking process and failure to help students to construct critical thinking skills. It is high time that college English teachers should improve their own critical literacy, update their classroom roles and develop students＇ ability to independently analyze and solve problems.