大学英语写作教学与批判教育学

大学生的教育越来越受到关注，我们的英语写作教学方面对于老师的要求也越来越高了。下面是 给大家整理的大学英语写作教学与批判教育学，供大家参阅!

《大学英语写作教学与批判教育学》作者分析在内、外因素影响下的大学英语写作教学的现状，并通过剖析大学英语四级考试样文，揭示在大学英语写作中带有普遍性的问题;;“自我缺位”(1ack of self identity)。作者倡导巴西教育哲学家弗莱雷的批判教育学(critical pedagogy)，指出目前我国大学英语写作教学的模式是弗莱雷批判的“银行储蓄式教育”(banking model of education)模式，提出：在大学英语写作教学中，应该提倡弗莱雷所倡导的“提问式教育”(problem;posing model of education)。其突出特点是对话式教学和 批判意识，即：通过师生对话，激发学生的“自我”意识，使他们认识到自己是创造知识的主体，从被动地接受教师传授的知识，转变为积极地参与师生对话;通过自己的观察、体验、调研、分析和判断来质疑已有知识，并学会用自己的语言表达自己的想法，从而形成批判的技能，成为具有批判意识的作者(critical writer)。

大学英语写作教学与批判教育学信息作 者： 桂林 编

ISBN： 9787308066709

出版时间： 2009-04-01

版 次： 1

页 数： 133

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装 帧： 平装

开 本： 16开

所属分类： 图书>外语学习>大学英语

大学英语写作教学与批判教育学目录Chapter 1 Introduction

Prelude

1.1 Overview

1.2 Theoretical Framework

1.3 Methodology

1.4 Purpose of the Study

1.5 Overview of Chapters

Chapter 2 External English Linguistic Imperialism

2.1 Globalization of English

2.1.1 English linguistic imperialism

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2.1.2 The ideological feature of English

2.2 Historical Revelation of Ideology in EFL in China

2.2.1 Phase one: 1862-1918

2.2.2 Phase two: 1919-1949

2.2.3 Phase three: 1950-1976

2.2.4 Phase four: 1977-1990

2.2.5 Phase five: 1991-2007

Chapter 3 Internal Institutional Imposition and Teacher Authority

3.1 Institutional Imposition: A National College English Syllabus and a Standardized English Test

3.1.1 A national college English syllabus

3.1.2 A national standardized English test

3.1.3 English for nation building and personal educational, and professional promotion

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3.1.4 English for meritocracy

3.2 Teacher Authority: Implementing Institutional Imposition of

English-"

3.2.1 Pedagogies in college EFL writing instruction in China

3.2.1.1 Grammar-based approach

3.2.1.2 Functional/Current-traditional approach

3.2.1.3 Genre-based approach

3.2.2 EFL writing instruction: Pragmatic rather than ideological

Chapter 4 Lack of Writer's Self-Identity

4.1 Method

4.2 Findings

4.3 Analyses

4.3.1 The Confucian self

4.3.1.1 A selfless self

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4.3.1.2 A relational self

4.3.1.3 A ritual self"

4.3.1.4 Self as a form of the Way (dao)

4.3.2 Mao Zedong's self

4.3.3 Post-Mao Zedong's self

4.4 Discussion

Chapter 5 Creating a Critical Writer Identity in EFL College Writing in China

5.1 Critical Pedagogy

5.1.1 Critical consciousness

5.1.2 A dialogical relationship

5.2 From a Banking Paradigm to a Problem-Posing Paradigm: Creating a Critical Writer Identity

5.2.1 Provoking student autonomy through dialogue

5.2.2 Developing critical literacy through empowerment of critical

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consciousness

Chapter 6 Conclusion

6.1 Revisiting the Research Question

6.2 Confronting Barriers to the Implementation of Critical Pedagogy to EFL College Writing in China

Postlude

References

List of Tables

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