The educational orientation in 21 stcentury has shifted from traditional approach that solely driving academic achievement, to a comprehensive orientation that emphasises innovation and diversity. Following this trend...The educational orientation in 21 stcentury has shifted from traditional approach that solely driving academic achievement, to a comprehensive orientation that emphasises innovation and diversity. Following this trend, teaching students the skills of thinking such as creative thinking, critical thinking, etc. has been widely recognised as a hot topic in the recent classrooms.Some researches show that Edward de Bono's six thinking hats are affording both teachers and students well-structured framework for thinking skills' training. Therefore, in the EFL/ESL classroom, teachers' teaching targets are likely to promote students' learning outcomes through teaching thinking skills depending on Six Thinking Hats approach and a majority practices show that the results are satisfied.展开更多
Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom tea...Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.展开更多
IntroductionThe literature classroom in China is often compared to a huge dull cage where we generously spend ourtime spoon-feeding the sweet birds of youth who usually have a hard time before becoming fully-fledged.A...IntroductionThe literature classroom in China is often compared to a huge dull cage where we generously spend ourtime spoon-feeding the sweet birds of youth who usually have a hard time before becoming fully-fledged.Although they may be fully-fledged by the end of their study,they are,more often than not.unfortunatelyidentical in that they seem unable to think critically.Deeply rooted in our traditioual values and powerfully influenced by the particular ways our social andacademic institutions are organised,we teachers,consciously or unconscionsly.do contribule to themaking of this undesirable reality.Always ready to accept authority,most of our students are too shy展开更多
文摘The educational orientation in 21 stcentury has shifted from traditional approach that solely driving academic achievement, to a comprehensive orientation that emphasises innovation and diversity. Following this trend, teaching students the skills of thinking such as creative thinking, critical thinking, etc. has been widely recognised as a hot topic in the recent classrooms.Some researches show that Edward de Bono's six thinking hats are affording both teachers and students well-structured framework for thinking skills' training. Therefore, in the EFL/ESL classroom, teachers' teaching targets are likely to promote students' learning outcomes through teaching thinking skills depending on Six Thinking Hats approach and a majority practices show that the results are satisfied.
基金supported by the Excellent Teacher Cultivation Program of UESTC under Grant No.Y02025023701051
文摘Academic English reading requires deeper cognitive involvement in addition to language proficiency and plays a vital role in moulding a critical mindset. However, cognitive progress is seldom targeted in classroom teaching. This study proposed a teaching method of three reading phases in terms of cognitive mechanism and communicative teaching approach.Ninety university freshmen of non-English major participated in the study, who were taking the course of Academic English Reading in the 2nd semester. The data were collected from self-report Research Skills Assessment twice and semi-structured interview, and analyzed with paired sample t test and Pearson correlation. The results showed that 1） “critical thinking”, “organizing ideas”, and “finding information” were believed to improve significantly at the end of the course; 2） reading skill was associated with writing skill and the sense of “big picture” in self perception; 3） the cognition-based interactive reading instruction was acknowledged to be conducive to academic reading. It complements Academic English reading pedagogy by juxtaposing the need for both individual cognition and group interaction in classroom teaching.
文摘IntroductionThe literature classroom in China is often compared to a huge dull cage where we generously spend ourtime spoon-feeding the sweet birds of youth who usually have a hard time before becoming fully-fledged.Although they may be fully-fledged by the end of their study,they are,more often than not.unfortunatelyidentical in that they seem unable to think critically.Deeply rooted in our traditioual values and powerfully influenced by the particular ways our social andacademic institutions are organised,we teachers,consciously or unconscionsly.do contribule to themaking of this undesirable reality.Always ready to accept authority,most of our students are too shy
