高中英语思辨性话题教学的理念与实践

Critical-topic-centered Language Teaching in High Schools:Ideal and Practice

为进一步提升教学实践中思维品质发展与文化意识培养的有效性和针对性,本文基于语言的本质及相关语言教学理论,提出“思辨性话题教学”这一理念,解释了该理念指导下的英语教学设计,并结合具体案例加以说明。具体而言,通过文化现象和观念的辨析与考察,提高学生语言加工的思维投入与认知层次,建立语言运用、思维训练、文化认知的协同发展机制,从而彰显外语课程的学科特征。课例实践证明,思辨性话题教学能够培养学生理性思维与自信表达的意识和能力,是落实英语学习活动观的可行路径。

In order to improve the effectiveness and pertinence of the cultivation of thinking quality and cultural awareness,this study puts forwards Critical-topic-centered Language Teaching based on the defining features of language and relevant language teaching theories,followed by a detailed explanation of design and illustration with a practice case.To be more specific,through analysis and exploration of cultural phenomena and ideas,students’cognition investment and level are improved,and a synergetic mechanism is established between linguistic use,thinking training and cultural understanding,which helps bring the disciplinary uniqueness of English curriculum into full play.Lesson study has proven that Critical-topic-centered Language Teaching can enhance students’awareness and ability to think and express in a reasonable and confident way,which is a workable way to practice the Activity Approach proposed by the English Curriculum Standards for High Schools.