|
发展学生的核心素养是国家深化基础教育课程改课的重大举措之一。如何在学科教学中培育核心素养，也成了摆在广大教育从业者面前的新课题。市三女中英语教研组基于语言学科的特点，借助教材语料资源，就如何在高中阶段系统化地培养学生的批判性思维能力做了一系列的尝试。本课是该系列化尝试中的一步，旨在引导学生学会合理质疑，初步形成批判性思维意识。
Critical Thinking in Reading I 教学设计说明与教案 基于牛津英语（上海版）高中一年级第二学期 Unit 6 A variety of viewpoints; Reading: Points of view 理念 旨对校本课程大纲中“英语教学注重语言和思维相结合”的教学思想，我校英语教研组尝试基于教材，在日常教学中分阶段渗透批判性思维能力的培养，在提高学生语言能力的同时，逐步提升其思维品质，培育核心素养。高一学段注重学生批判性思维意识的养成；高二注重学生批判性思维策略的习得；高三注重学生在语言交际活动中能自觉运用这一思维方式做分析、评价和修正。本节课位处高一学年第二学期，学生通过参与对教材第六单元中的观点表达类文本（新闻评论加读者来信）作审读、慎思、明辨、评断的阅读过程，学会合理质疑，初步形成批判性思维意识。 注：“critical”源于希腊文“kriticos”，早期指提问、理解某物的意义和分析的能力，即“辨析或判断的能力”，暗示发展“基于标准的富于辨识力的判断”。现当代批判性思维又称审辨性思维，其定义可追溯至杜威的反省性思维，即：“能动、持续和细致地思考任何问题、信念或知识形式，分析其概念、意义、结论、目的和背后的前提假设等，进而评估其清晰性、准确性、精确性、相关性、逻辑性、公正性、深度以及广度等”。
实施 本节课采用“读前－读中－读后”三阶段阅读教学模式。 读前：学生观看视频广告，初步接触话题，做好读前准备。 读中：首先，学生参考导言略读文本，了解语篇的题材、体裁等基本信息；接着，学生扫读文本，把握新闻评论的主要内容，即话题相关的背景知识，进而辨识新闻评论与读者来信中针对话题的不同观点与支撑性细节；然后，学生在教师的引导下审读三封读者来信，慎思信中的论证，明辨潜在的逻辑问题，尝试进行分析并作评断，由此学会合理质疑，初步形成批判性思维意识；最后，学生综合所读与思悟，回看新闻评论中围绕教育者所提观点的论证，主动提问，实践、内化所学。 读后：学生并非立刻围绕话题选定立场，抛出观点，而是在教师适当总结的基础上重新审视话题本身，批判性地思考并探讨其复杂性，再生成个人看法。 作业：一、学生再读新闻评论和三封读者来信，寻找并彼此分享更多质疑点；二、学生自拟回信，就本课所讨论的话题抒发己见；三、学生观看后续教学视频，自主学习，初步了解批判性思维策略。（可选）
教学目标 By the end of the period, the students are expected to: obtain a good understanding of the opinion article and the meanings of some key words; identify and understand all the points of view and the supporting details throughout the text; learn to analyze and evaluate the logical unsoundness therein and raise critical questions; foster a more critical attitude toward the issue in question and the different arguments.
教学过程 Activity 1. The students watch two TV commercials and exchange what they know and think. Purpose: To know about the issue and get ready to read the text Activity 2. The students read the rubric, skim the four passages, and tell what to read. Purpose: To grab a big picture of what to read and how the passages are organized 
Activity 3. The students read the opinion article (A) for answers to some guiding questions. Purpose: To obtain a good understanding of the opinion article (the background of the issue) and the meanings of some key words 
Activity 4. The students focus on the educators’ point of view, tell its supporting detail, and take note of how they are presented: a point of view followed by supporting detail(s). Purpose: To learn to identify and understand a point of view and its supporting detail 
Activity 5. The students read the three letter cuttings (B), (C) and (D), and highlight the points of view and their supporting details. Purpose: To identify and understand other points of view and their supporting details 
说明：在学生辨识语篇中所有观点和支撑性细节后，教师提出问题“Are we really persuaded? Do all the details well support the points of view?”引发学生对语篇中论证可信度的关注，顺势推启批判性思维教学。 Activity 6. The students peruse the arguments in the letter cuttings, ponder the teacher’s critical questions alluding to the logical flaws and then exchange ideas. Purpose: To read critically by analyzing and evaluating the underlying logical unsoundness, thus activating their critical thinking subconsciously 
说明：针对信函B，教师提出关键问题“Are working in factories and making commercials the same thing?”启发学生思考、分析并评断其中暗含的“概念混淆”问题。在学生讨论、发言后，教师再进行适当总结。 
说明：针对信函C，教师提出关键问题“Does many things advertised being silly and encouraging violence mean all things in the TV commercials are bad?” 启发学生思考、分析并评断其中暗含的“以点带面、以偏概全”问题。在学生讨论、发言后，教师再进行适当总结。 
说明：针对信函D，教师提出关键问题：“Does ‘not banned’ means ‘not harmful’?” 启发学生思考、分析并评断其中暗含的“不当假设(assumption) ”问题。在学生讨论、发言后，教师再进行适当总结。
Activity 7. The students re-read the educators’ point of view and the supporting detail in the opinion article and try raising critical questions. Purpose: To apply critical thinking to practice, and internalize what has been learned previously 
说明：教师总结前序活动（主要围绕：我们提出了什么问题；为什么要提出这个问题），鼓励学生进行合理质疑。之后，顺势带领学生回看新闻评论A中围绕教育者所提观点的论证，引导其关注几处质疑点，进而邀请其尝试提出问题并阐述原因。（教师可视情况择一处再做示范。） 
说明：教师将针对最后一项活动/任务的导言以及相关要求印制到任务单上发予学生，学生基于任务单四人一组展开讨论，合作完成。
Activity 8. Before expressing their own points of view, the students re-examine the issue and discuss its validity as simply a Yes or No question. Purpose: To think critically about the issue and try exploring its complexity instead of taking a Yes or No position hastily 
1. The students read the whole text again and tell their deskmates if they find more to challenge; 2. The students write a letter to the newspaper editor to express their points of view on the issue in question; 3. The students watch a follow-up teaching video to learn more about logical mistakes. (optional) Purpose: To consolidate what has been learned today and discover more about logical mistakes. (A transition to critical thinking strategies)
|
