Critical Pedagogy in EFL College Writing Instruction in China: An Untested..
- 所屬分類(lèi)：
- 作者：
桂林 著
- 出版社：
浙江大學(xué)出版社
- ISBN：9787308066709
- 出版日期：2009-4-1
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￥20.00元
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圖書(shū)簡(jiǎn)介
作者分析在內(nèi)、外因素影響下的大學(xué)英語(yǔ)寫(xiě)作教學(xué)的現(xiàn)狀，并通過(guò)剖析大學(xué)英語(yǔ)四級(jí)考試樣文，揭示在大學(xué)英語(yǔ)寫(xiě)作中帶有普遍性的問(wèn)題——“自我缺位”（1ack of self identity）。作者倡導(dǎo)巴西教育哲學(xué)家弗萊雷的批判教育學(xué)（critical pedagogy），指出目前我國(guó)大學(xué)英語(yǔ)寫(xiě)作教學(xué)的模式是弗萊雷批判的“銀行儲(chǔ)蓄式教育”（banking model of education）模式，提出：在大學(xué)英語(yǔ)寫(xiě)作教學(xué)中，應(yīng)該提倡弗萊雷所倡導(dǎo)的“提問(wèn)式教育”（problem—posing model of education）。其突出特點(diǎn)是對(duì)話(huà)式教學(xué)和 批判意識(shí)，即：通過(guò)師生對(duì)話(huà)，激發(fā)學(xué)生的“自我”意識(shí)，使他們認(rèn)識(shí)到自己是創(chuàng)造知識(shí)的主體，從被動(dòng)地接受教師傳授的知識(shí)，轉(zhuǎn)變?yōu)榉e極地參與師生對(duì)話(huà)；通過(guò)自己的觀察、體驗(yàn)、調(diào)研、分析和判斷來(lái)質(zhì)疑已有知識(shí)，并學(xué)會(huì)用自己的語(yǔ)言表達(dá)自己的想法，從而形成批判的技能，成為具有批判意識(shí)的作者（critical writer）。
目錄
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
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
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
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 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
