英语阅读教学中学生思辨能力的培养石家庄雅思培训
摘要：思辨能力是高素质人才的必备能力，思辨能力的培养已成为高等教育的重要目标。大量研究表明，在外语学习中，学生思辨能力的培养方法之一是通过批判性阅读，而有效阅读的前提又是分析与批判能力。本研究将探讨英语阅读与培养学生思辨能力的关系，并结合其他学者的实证研究，分析现今英语专业学生的思辨现状与英语阅读教学中存在的问题，为如何通过英语阅读教学尤其是批判性阅读教学以提高学生思辨能力提供一些英语阅读教学上的建议。
关键词：英语专业；思辨能力；英语阅读；批判性阅读；阅读课堂教学
Reinforcing Students' Thinking Power through EFL Reading Classroom Instruction
1. Introduction
Thinking power is considered as one of the most esntial and necessary quality of a well-developed person. The cultivation of students’ thinking power has long been a hot topic among most developed countries. The level of thinking power has been considered as one
adoptive
of the most significant standards to evaluate the quality of talents (Huang, 2010). According to the guidelines of national program for a long-term educational reform and development, reinforcing students’ thinking power is the primary aim of higher education in China. And it is also what many universities are pursuing. Sun (2011) regards students’ thinking power as an important transferable skill that can be applied in their future career and life. It will be helpful to deal with different even difficult situations they may face after graduation. As an abstract ability, thinking power can help people solve practical problems on the basis of rational judgment (Ruan, 2013).
Compared with the basic subject knowledge students have learned, thinking power plays a more fundamental role in enhancing their problem-solving capability. Students can think over different views profoundly and express their opinions freely through critical thinking. At the same time, it is beneficial for students to analyze the experience human beings have gained rationally so that they can carry on the further rearch and innovation (Sun, 2011). To some extent, students’ thinking power guarantees their ability of independent thinking as well as creativity. It is vital to their efficiency of learning and facilitates their life-
long learning. As the foundation of students’ integrated skills and the necessary quality of qualified talents, thinking power is truly irreplaceable in the development of education especially higher education and its cultivation needs to be given a high priority.
2. The issue in question
英语谚语翻译2.1 Lack of thinking power on the part of English majors
It is an undeniable phenomenon that the current EFL classroom in China focus more on the training of learners’ basic and integrated language abilities including listening, reading, speaking and writing. The design of the curriculum and the whole teaching process tend to neglect the development of students’ thinking power. It has been proved with many empirical studies that many English majors’ thinking ability is weaker than tho from other majors of the Humanities (Wen & Zhou, 2006). Most of English majors have difficulty in analyzing problems logically and clarifying points thoroughly. When English majors are engaged in answering open questions, and expressing viewpoints both in oral and written English, they usually have no ideas. Even if they have something
to express, it is also difficult for them to arrange what they want to say logically (Huang, 1998). Thus, English majors in China have a common problem and just as Professor Huang Yuansheng (1998) puts it, thinking power is abnt on the part of English majors in China.
2.2 Problems in the EFL reading classroom
As an integral part of their language learning, reading is a required ability of English majors but its classroom instruction is problematic. Sun (2011) points out that most of current reading class just focus on remembering and understanding. And the current EFL reading class far away from motivating students’ thinking power such as ability of analyzing, evaluating even creating. Besides, teachers tend to act as the center of whole teaching process rather than give learners’ freedom to explore by themlves (Guo, 2013). Both teachers and learners pay more attention to the improvement of linguistic competence in the EFL reading class instead of the reinforcement of thinking ability. Sometimes learners are even required to do comprehension exercis on a reading text i
mmediately after it is read without any time for reflections. Actually, the problems existing in the current EFL reading cour are not beneficial to reinforce learners’ critical thinking and need to be solved. Otherwi, the EFL reading classroom can not take the role to reinforce students’ thinking power.
inkling2.3 The purpo of the rearch
Historically, a large body of rearch has been done on the importance of thinking power. Scholars at home and abroad have also come up with some convincing theories to clarify the implications of thinking power. Since the cultivation of students’ thinking power has been considered as the primary aim of higher education in many countries, its status becomes more and more important. A great number of rearchers and scholars have paid much more attention to the reinforcement of students’ thinking power. When it comes to language learning and teaching, many experts put forward the idea that the reading process relates cloly to the cultivation of thinking power. However, in recent years, the situation of English majors’ thinking power is not satisfying and, in fact, thinking
badminton的音标power is abnt from most of English majors in China. Meanwhile, the EFL reading classroom for English majors is not playing an effective role in training learners’ thinking ability. Since this field is well worthy of rearching and still has some space to explore, this study aims to look into this issue and, bad on the discussion, make some uful suggestions for the improvement of EFL reading instruction to reinforce English majors’ thinking power.
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