摘要
创新思维是推动一个社会创新的关键所在,而批判性创新思维能力则是形成创新思维的重要基础。通过整体论和主体间性视角,可以更好地探讨如何利用文本的语言特征进行基础性学术思维训练,即借助以阅读为输入、以写作为输出的平行读写模式,利用语篇中的宏观结构和超结构来培养批判性创新思维能力。这一过程主要包括三个阶段:教育者利用文本内的语言特征进行基础性的学术思维训练;借助语篇文本的超结构特征和功能,培养学习者的批判性创新思维能力;学习者借助已有的知识和思维技能对外部世界进行观察与分析,进而完成思维能力训练过程。虽然这一做法在实践中还需要更多观察,但却为创新思维能力的训练提供了新尝试。
Creative thinking is the key to promoting a social innovation,and critical thinking constitutes the foundation of creative thinking.From the perspectives of holism and inter-subjectivity,the author explores how to use the discourse features for the training of basic academic abilities through the mode of the parallel construction discourse features as metacognitive implements which engages reading as input and writing as output.Discourse features of macro structure and superstructure are used as metacognitive models to cultivate critical thinking skills.This process mainly includes three stages:first,using the discourse features,learners conduct basic academic thinking training;second,using the superstructure features of the text,learners cultivate meta-cognitive abilities of critical thinking;finally,with their background knowledge and existing thinking skills,learners observe and analyze issues in the world,and complete their own creative thinking training process.Although this approach requires more observation in practice,it provides a new attempt for the training of creative thinking for teenagers.
作者
叶枫
Ye Feng(School of Foreign Languages,University of Shanghai for Science and Technology)
出处
《当代青年研究》
CSSCI
2021年第3期122-128,共7页
Contemporary Youth Research
关键词
创新思维
语言教学
构式语篇
主体间性
Critical Thinking
Language Teaching
Construction Discourse
Inter-subjectivity
