书籍详情
大学英语写作教学与批判教育学
作者：桂林 著
出版社：浙江大学出版社
出版时间：2009-04-01
ISBN：9787308066709
定价：¥20.00
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内容简介
《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）。
作者简介
暂缺《大学英语写作教学与批判教育学》作者简介
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
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
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
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