摘要
本文从思辨能力的视角出发,以阅读活动和问题设计为切入点,分析和对比了中德两套初中英语教材。研究发现,两套教材都关注学生思辨能力的培养,并循序渐进地将思辨能力融入阅读任务中,但它们对各分项技能的关注程度和发展方式略有不同。因此,本研究建议教材编写者依据国家课程标准和学生的认知水平,进一步关注阅读活动中分析类、推理类和评价类任务的分布和类型,促进学生对文本的深入理解和适度质询,提升中学生的思辨能力。
Through the lens of critical thinking,this study compared the reading tasks and questions of two sets of EFL textbooks for junior high in China and Germany.The results show that two sets of EFL textbooks both progressively incorporate critical thinking into their reading tasks,but the proportion and types of critical thinking dimensions are different.Textbook writers,therefore,need to pay more attention to the ratios and types of analysis-,inference-and evaluation-related tasks in reading to facilitate students’in-depth understanding and critical thinking based on the national curriculum and students’cognitive levels.
作者
陈则航
邹敏
苏晓俐
CHEN Zehang;ZOU Min;SU Xiaoli
出处
《外语教育研究前沿》
CSSCI
2020年第3期49-56,92,共9页
Foreign Language Education in China
关键词
思辨能力
英语教材
分析
推理
评价
critical thinking
EFL textbooks
analysis
inference
evaluation
