理念

旨對校本課程大綱中“英語教學(xué)注重語言和思維相結(jié)合”的教學(xué)思想，我校英語教研組嘗試基于教材，在日常教學(xué)中分階段滲透批判性思維能力的培養(yǎng)，在提高學(xué)生語言能力的同時，逐步提升其思維品質(zhì)，培育核心素養(yǎng)。高一學(xué)段注重學(xué)生批判性思維意識的養(yǎng)成；高二注重學(xué)生批判性思維策略的習(xí)得；高三注重學(xué)生在語言交際活動中能自覺運(yùn)用這一思維方式做分析、評價和修正。本節(jié)課位處高一學(xué)年第二學(xué)期，學(xué)生通過參與對教材第六單元中的觀點(diǎn)表達(dá)類文本（新聞評論加讀者來信）作審讀、慎思、明辨、評斷的閱讀過程，學(xué)會合理質(zhì)疑，初步形成批判性思維意識。

注：“critical”源于希臘文“kriticos”，早期指提問、理解某物的意義和分析的能力，即“辨析或判斷的能力”，暗示發(fā)展“基于標(biāo)準(zhǔn)的富于辨識力的判斷”?，F(xiàn)當(dāng)代批判性思維又稱審辨性思維，其定義可追溯至杜威的反省性思維，即：“能動、持續(xù)和細(xì)致地思考任何問題、信念或知識形式，分析其概念、意義、結(jié)論、目的和背后的前提假設(shè)等，進(jìn)而評估其清晰性、準(zhǔn)確性、精確性、相關(guān)性、邏輯性、公正性、深度以及廣度等”。

實(shí)施

本節(jié)課采用“讀前－讀中－讀后”三階段閱讀教學(xué)模式。

讀前：學(xué)生觀看視頻廣告，初步接觸話題，做好讀前準(zhǔn)備。

讀中：首先，學(xué)生參考導(dǎo)言略讀文本，了解語篇的題材、體裁等基本信息；接著，學(xué)生掃讀文本，把握新聞評論的主要內(nèi)容，即話題相關(guān)的背景知識，進(jìn)而辨識新聞評論與讀者來信中針對話題的不同觀點(diǎn)與支撐性細(xì)節(jié)；然后，學(xué)生在教師的引導(dǎo)下審讀三封讀者來信，慎思信中的論證，明辨潛在的邏輯問題，嘗試進(jìn)行分析并作評斷，由此學(xué)會合理質(zhì)疑，初步形成批判性思維意識；最后，學(xué)生綜合所讀與思悟，回看新聞評論中圍繞教育者所提觀點(diǎn)的論證，主動提問，實(shí)踐、內(nèi)化所學(xué)。

讀后：學(xué)生并非立刻圍繞話題選定立場，拋出觀點(diǎn)，而是在教師適當(dāng)總結(jié)的基礎(chǔ)上重新審視話題本身，批判性地思考并探討其復(fù)雜性，再生成個人看法。

作業(yè)：一、學(xué)生再讀新聞評論和三封讀者來信，尋找并彼此分享更多質(zhì)疑點(diǎn)；二、學(xué)生自擬回信，就本課所討論的話題抒發(fā)己見；三、學(xué)生觀看后續(xù)教學(xué)視頻，自主學(xué)習(xí)，初步了解批判性思維策略。（可選）

教學(xué)目標(biāo)

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.

教學(xué)重難點(diǎn)

• to inspire the students to think critically through questioning between and beyond the lines

教學(xué)過程

PRE-READING

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

WHILE-READING

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

PPT呈現(xiàn)內(nèi)容

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

PPT呈現(xiàn)內(nèi)容

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

PPT呈現(xiàn)內(nèi)容

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

PPT呈現(xiàn)內(nèi)容

說明：在學(xué)生辨識語篇中所有觀點(diǎn)和支撐性細(xì)節(jié)后，教師提出問題“Are we really persuaded? Do all the details well support the points of view?”引發(fā)學(xué)生對語篇中論證可信度的關(guān)注，順勢推啟批判性思維教學(xué)。

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

PPT呈現(xiàn)內(nèi)容

說明：針對信函B，教師提出關(guān)鍵問題“Are working in factories and making commercials the same thing?”啟發(fā)學(xué)生思考、分析并評斷其中暗含的“概念混淆”問題。在學(xué)生討論、發(fā)言后，教師再進(jìn)行適當(dāng)總結(jié)。

說明：針對信函C，教師提出關(guān)鍵問題“Does many things advertised being silly and encouraging violence mean all things in the TV commercials are bad?” 啟發(fā)學(xué)生思考、分析并評斷其中暗含的“以點(diǎn)帶面、以偏概全”問題。在學(xué)生討論、發(fā)言后，教師再進(jìn)行適當(dāng)總結(jié)。

說明：針對信函D，教師提出關(guān)鍵問題：“Does ‘not banned’ means ‘not harmful’?” 啟發(fā)學(xué)生思考、分析并評斷其中暗含的“不當(dāng)假設(shè)(assumption) ”問題。在學(xué)生討論、發(fā)言后，教師再進(jìn)行適當(dāng)總結(jié)。

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

PPT呈現(xiàn)內(nèi)容

說明：教師總結(jié)前序活動（主要圍繞：我們提出了什么問題；為什么要提出這個問題），鼓勵學(xué)生進(jìn)行合理質(zhì)疑。之后，順勢帶領(lǐng)學(xué)生回看新聞評論A中圍繞教育者所提觀點(diǎn)的論證，引導(dǎo)其關(guān)注幾處質(zhì)疑點(diǎn)，進(jìn)而邀請其嘗試提出問題并闡述原因。（教師可視情況擇一處再做示范。）

Worksheet

說明：教師將針對最后一項(xiàng)活動/任務(wù)的導(dǎo)言以及相關(guān)要求印制到任務(wù)單上發(fā)予學(xué)生，學(xué)生基于任務(wù)單四人一組展開討論，合作完成。

POST-READING

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

PPT呈現(xiàn)內(nèi)容

HOMEWORK

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)