思维品质

(小学篇)2018年第03期:小学英语阅读教学中培养学生思维品质的策略(北京:左小玉;附PDF下载)

 
【摘    要】思维品质是英语学科核心素养四个维度之一,是基础教育阶段所有学生的普适性要求。在小学英语阅读教学中,引入思维可视化工具梳理文本逻辑,借助布卢姆认知目标分类设计高阶思维层级的阅读任务和培养学生自主提问及勇于质疑的习惯等策略,可以使学生思维的逻辑性、批判性和创造性有较大程度的改善,从而促进学生思维品质的发展。
 
【关键词】思维品质;布卢姆认知目标分类;思维可视化工具;自主提问
 
 
 
义务教育阶段的英语课程承担着培养学生基本英语素养和发展学生思维能力的任务,即英语教学不仅要让学生掌握语言知识,发展语言技能,还要进一步促进他们思维能力的发展(教育部,2012)。随着中国学生发展核心素养框架的出台,英语学科提出了基于语言能力、文化品格、思维品质和学习能力四个维度的核心素养构架。这就意味着思维品质的培养不再是特优学生的发展目标,而是对基础教育阶段所有学生的普适性要求(张金秀,2016)。

(中学篇)2018年第03期:基于高中英语学科核心素养的阅读教学设计——以北师大版《英语》模块七Unit 19 Lesson 3 Body Language为例(北京:艾慧、郝奇斐)一文涉及的教学内容

 
1.  教材文本
Body Language Speaks For Itself
 
If you saw a father patting his son on the back while smiling happily, what would you think was going on? You would probably think that the father was congratulating his son on doing something well, maybe passing an exam or winning a race. You would know what was going on because you understood the message conveyed by the father's body language.

(中学篇)2018年第03期:高中英语阅读思维型教学实践探究(福建:林艳、郭强)一文涉及的教学内容

 
人教版《英语》模块四Unit 3 A Taste of English Humour阅读课文
 
A Master of Nonverbal Humour
 
As Victor Hugo once said, “Laughter is the sun that drives winter from the human face”, and up to now nobody has been able to do this better than Charlie Chaplin. He brightened the lives of Americans and British through two world wars and the hard years in between.

(中学篇)2018年第03期:在英语教学中发展学生的思维品质(北京:程晓堂;附PDF下载)

 

【编者按

为了帮助英语教师更好地理解高中英语课程改革,我刊特邀课标组专家,结合他们在《普通高中英语课程标准》修订过程中的一些思考撰写有关高中英语课程改革的文章。本期我刊特邀课标专家组成员程晓堂教授讨论如何在英语教学中发展学生的思维品质。

(中学篇)2018年第01期:读后续写:英语学科核心素养的一种评价途径(浙江:夏谷鸣;附PDF下载)

 
【编者按】
 
为了帮助英语教师更好地理解高中英语课程改革,我刊特邀课标组的专家,结合他们在《普通高中英语课程标准》修订过程中的一些思考撰写有关高中英语课程改革的文章。本期我刊邀请了课标组专家夏谷鸣老师针对读后续写这一高考新题型进行了详细解读,并提出了有针对性的建议。
 
专家简介:
 
夏谷鸣,英语特级教师,国家基础教育课程教材专家工作委员会委员,教育部《普通高中英语课程标准》修订组核心成员,中国教育技术协会中小学外语信息化应用工作委员会学术委员会副主任,教育部“国培专家库”首批专家,浙江省中小学外语教学学会会长。

(中学篇)2017年第12期:读后续写教学中培养学生思维品质的策略(浙江:宋颖超)一文涉及的读后续写材料

 
阅读下面短文,根据所给情节进行续写,使之构成一个完整的故事。
 
Once upon a time, there was a beautiful town and a couple of lovers would often stay on the top of the mountain, enjoying the sunrise and by the sea appreciating the sunset. Everyone who knew them couldn't help envying their happy love.
 
One day, the man was seriously injured and lying in hospital for many days without any consciousness. The woman guarded him by the bed in daytime, calling his name nonstop at night.

(中学篇)2017年第10期:通过多角度看问题发展学生思维品质的教学实践(北京:杨立宪)一文涉及的教学内容

 
阅读材料1:
 
He Was Not There as a Father
 
My name is Makaziwe Mandela. I'm Nelson Mandela's oldest daughter from his first marriage to my mom, Nurse Evelyn Mase. I actually struggled for years with feelings of anger and abandonment and my brothers felt pretty much the same.
 
As a child, before my father went to prison, I longed to have both of my parents in my life, but it was my mother who brought me up. I had a father who had been there but not really there.

(中学篇)2017年第09期:英语学科思维品质的培养——以一节高中英语阅读课为例(山东:陈元宝、袁雪芹 )一文涉及的教学内容

 
Rebuilding a Bridge
 
David and Roy decided to go for a bicycle ride with three other students: Robert, Helen and Betty. But Robert's father couldn't afford to buy a bike for him. So they were going to borrow one for him.
 
The students had planned to meet at 8 o'clock. But Robert, Helen and Betty were half an hour late, for they had to come a long way since they found the bridge over the stream had been washed away.
 
When they told the bad news to David and Roy, David said nothing and kept silent for a moment.

(中学篇)2017年第09期:指向学生思维品质发展的初中英语阅读教学(浙江:周智忠;附PDF下载)

 
 
【摘  要】发展学生的思维品质是初中英语阅读教学的重要任务。本文以一节阅读观摩课为例,从思维的逻辑性、批判性、创造性等方面阐述了如何在阅读教学中发展学生的思维品质,并提出了相应的教学建议。
 
【关键词】思维品质;阅读教学;逻辑思维;批判性思维;创造性思维
  
 
一、前言
 
义务教育阶段的英语课程承担着培养学生基本英语素养和发展学生思维能力的任务,即英语教学不仅要让学生掌握语言知识,发展语言技能,还要进一步促进他们思维能力的发展(教育部,2012)。随着中国学生发展核心素养框架的出台,英语学科提出了基于语言能力、文化品格、思维品质和学习能力四个维度的核心素养构架。这就意味着思维品质的培养不再是特优学生的发展目标,而是对基础教育阶段所有学生的普适性要求(张金秀,2016)。

(中学篇)2017年第05期:基于文本解读的阅读课教学设计策略(江苏:刘林峰、谢平)一文涉及的教学内容

 
The Smile
 
Antoine de Saint-Exupery
 
I was sure that I was to be killed. I became terribly nervous and distraught. I fumbled (摸索) in my pockets to see if there were any cigarettes which had escaped their search. I found one and because of my shaking, I could barely get it to my lips. But I had no matches; they had taken those.
 
I looked through the bars at the jailer. He did not make eye contact with me. After all, one does not make eye contact with a thing, a corpse.
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