以能力为导向的 英语专业技能课程教材研发 孙有中 北京外国语大学

要 点要 点 教育的终极目标是能力培养 能力培养应贯穿教学的每一个环节 两种核心能力 : 思辨能力、跨文化能力

思辨能力  思辨能力的构成  Version 1 >>>>>>  Version 2 >>>>>>

 思辨能力的实现形式 -- 选材：学科性、经典性、思辨性、系统 性、可读性 -- 任务设计：针对能力构成要素 学术写作、（在线 / 课堂）讨论、演讲、 辩论、小组或独立研究

5  思辨能力的标准设定  分析能力（ Richard Paul ） All reasoning has a purpose All reasoning is an attempt to figure something out, to settle some question, to solve some problem All reasoning is based on assumptions All reasoning is done from some point of view

6 All reasoning is based on data, information, and evidence All reasoning is expressed through, and shaped by, concepts and ideas All reasoning contains inferences by which we draw conclusions and give meaning to data All reasoning leads somewhere, has implications and consequences

7  评价能力（ Linda Elder and Richard Paul ） CLARITY: Could you elaborate further on that point? Could you express that point in another way? Could you give me an illustration? Could you give me an example? ACCURACY: Is that really true? How could we check that? How could we find out if that is true?

8 PRECISION: Could you give more details? Could you be more specific? RELEVANCE: How is that connected to the question? How does that bear on the issue?

9 DEPTH: How does your answer address the complexities in the question? How are you taking into account the problems in the question? Is that dealing with the most significant factors? BREADTH: Do we need to consider another point of view? Is there another way to look at this question? What would this look like from a conservative standpoint? What would this look like from the point of view of...?

10 LOGIC: Does this really make sense? Does that follow from what you said? How does that follow? But before you implied this, and now you are saying that; how can both be true? SIGNIFICANCE: Is this the most important problem to consider? Is this the central idea to focus on? Which of these facts are most important?

11 FAIRNESS: Do I have a vested interest in this issue? Am I sympathetically representing the viewpoints of others?

12  思辨品质（ Foundation for Critical Thinking ） Intellectual Humility Intellectual Courage Intellectual Empathy Intellectual Autonomy

13 Intellectual Integrity Intellectual Perseverance Faith in Reason Fair-Mindedness

14 跨文化能力  跨文化能力构成 (Byram)  Attitudes: curiosity and openness, readiness to suspend disbelief about other cultures and belief about one's own

 Knowledge: of social groups and their products and practices in one's own and in one's interlocutor's country, and of the general processes of societal and individual interaction

16  Skills of interpreting and relating: ability to interpret a document or event from another culture, to explain it and relate it to documents from one's own

 Skills of discovery and interaction: ability to acquire new knowledge of a culture and cultural practices and the ability to operate knowledge, attitudes and skills under the constraints of real-time communication and interaction

 Critical cultural awareness/political education: an ability to evaluate critically and on the basis of explicit criteria perspectives, practices and products in one‘s own and other cultures and countries 18

 跨文化能力的实现形式 -- 选材：跨文化含量 -- 任务设计：针对跨文化能力构成要素 写作、讨论、演讲、辩论、跨文化体验 活动 -- 策略：反思法、比较法

 跨文化能力标准的设定 跨文化能力的测量 : >>>>>>