於 晨-问题设计.pptVIP

Company Logo Company LOGO 基于评判性思维视角的 高中英语阅读教学实践与思考 台州路桥金清中学 於 晨 这一路，我们一直在思考…… 建德站 Module 6 Unit 4 The Earth is Becoming Warmer – But Does It Matter? 评判性思维 Critical thinking is thinking about your thinking while you’re thinking, in order to make your thinking better. Richard Paul Company Logo Skim the organization: A first paragraph that runs across the page and is in bold (粗体) A title 2 graphs 3 quotes 2 questions Fact opinions topic Unit 4 Module 6 一、联系实际，引入话题，点燃思维。 二、阅读设问，层层深入，指导思维。 三、结合语篇，深层理解，活跃思维。 四、回归生活，运用思考，拓展思维。 五、语言理解，结合课文，判断思维。 流 动 低层次 高层次 我们的思考 评判性思维能力 这一路，我们一直在思考…… 台州站 Module 4 Unit 5 Theme Parks – Fun and More Than Fun? 思维活动的内容和层次 Theme Parks: Fun and More Than Fun What are the characteristics of the three theme parks? 2. What’s the author’s purpose of writing the passage? And where can we find this passage? 3. Are these three examples well-chosen? If yes, why? If not, can you recommend or design another theme park? 读者与文本 读者与作者 读者与自我 Unit 5 Module 4 由浅入深 循序渐进 我们的思考 基于思维活动层次的问题设计 问题类型 展示型 参阅型 评估型 提问者对答案的预知程度 强 中 弱 作答者对文本的依赖程度 强 中 弱 认知层次 识记 理解 应用 分析 综合 评价 思维活动 低级 高级 表1 问题类型及其认知复杂性 展示型：凸显文本脉络，活化文本信息 参阅型：拓展文本内涵，彰显文本特征 评估型：内化内容思想，发展心智思维 三类问题的设计 类别 提问形式 Textual Purpose(s) What is this text about? How do you know? Who would be most likely to read this text and why? Who is this text most probably intended for? Textual Structures and Features What are the structures and features of the text? What sort of style? does the text belong to? Is the passage well organized? Are the reasons the author gives true/strong/sufficient? If not, what information seems to be missing or lacking from the author’s argument? What do the images/words suggest? What kind of language is used in the text? Construction of Characters How are the characters constructed in the text? Why has the writer represented the characters in