教育文论选读

Contents

上 篇

Unit 1 Educators Philosophies and Learning Theories

Introduction: Nature of Learning…3

Text A: Of Studies…6

Text B: What Knowledge Is of Most Worth?…10

Text C: The Differences between Learning by Instruction and Learning by Discovery…15

Learning Skills: Library Skills…20

Unit 2 My Perspectives on Education between China and America

Introduction: Defining Comparative Education: Conceptions…24

Text A: Re-education…26

Text B: The Social Logic of Ivy League Admissions…32

Contents

上 篇

Unit 1 Educators Philosophies and Learning Theories

Introduction: Nature of Learning…3

Text A: Of Studies…6

Text B: What Knowledge Is of Most Worth?…10

Text C: The Differences between Learning by Instruction and Learning by Discovery…15

Learning Skills: Library Skills…20

Unit 2 My Perspectives on Education between China and America

Introduction: Defining Comparative Education: Conceptions…24

Text A: Re-education…26

Text B: The Social Logic of Ivy League Admissions…32

Text C: Is College Really Worth the Money?…39

Learning Skills: Oral Presentation…46

Unit 3 Education and Students’ Development

Introduction: Student Diversity…52

Text A: MI(Multiple Intelligence), IT (In Structional Technology) and Standards: The Story of Jamie…57

Text B: The Man Who Couldn’t Forget: the Story of Solomon’s Memory…65

Text C: The Boy Who Needed to Play: The Story of Dibs…71

Learning Skills: Academic Report Skills I…78

Unit 4 English Language and Learning

Introduction: Learning English…86

Text A: Mother Tongue…89

Text B: Identity, Motivation and Autonomy in Second Language Acquisition from the Perspective of Complex Adaptive System…95

Text C: Development: Some General Principles…101

Learning Skills: Academic Report Skills II…108

Unit 5 Learning Model-Cooperative Learning

Introduction:What Is Happening to Cooperative Learning?…114

Text A: Cooperative Learning: What Makes Group work Work?…118

Text B: “The Union Is Unbroken”March 4, 1861…125

Text C: To Save the Union：1861—1863 Moving toward Emancipation…129

Learning Skills: Cooperative Learning Skills…135

下 篇

Unit 6 Educators Philosophies

Introduction: Early Teaching Models…145

Text A: My Pedagogic Creed…147

Text B: Jerome Bruner: The Lesson of the Story…152

Text C: Curriculum Development from a Constructivist Perspective…159

Learning Skills: Note-taking Skills…164

Unit 7 My Perspectives on Education from Pedagogies to Globalization

Introduction: Education and Globalization: Some Hypotheses…173

Text A: Tiger Moms: Is Tough Parenting Really the Answer?…176

Text B: The Tutorial System: The Jewel in the Crown…182

Text C: Education, the Nation-State, and Global Movement…188

Learning Skills: Critical Reading Skills I…194

Unit 8 Education: Teachers’ Development

Introduction: Defining Teaching and Teacher Education…201

Text A: The Novice Teacher: Armed and Dangerous

—— A Cautionary Tale…203

Text B: Teaching Teachers: Professional Development to Improve Student Achievement…210

Text C: An Education President for the 21st Century…218

Learning Skills: Critical Reading Skills II…225

Unit 9 English Language and Teaching

Introduction: Approaches to Language Learning and Teaching…232

Text A: Illiteracy at Oxford and Harvard: Reflections on the Inability to Write…236

Text B: TESOL in China: Current Challenges…241

Text C: From Reading to Writing, from Elementary to Graduate Students…247

Learning Skills: Academic Writing Skills…253

Unit 10 Learning Model-inquiry Learning

Introduction: Bibliography of Henry VIII…264

Text A: Handling Henry VIII…266

Text B: The Six Wives of Henry VIII…274

Text C: Who Were the Early Reformers in England?…288

Learning Skills: Inquiry Learning Skills…296

References…318

《教育文论选读》借鉴特殊用途英语ESP和内容依托教学CLIL的理念，以教育学科专业知识为选材背景，以英语阅读训练为主要语言技能，以学习技能培养为主要学习策略，旨在实现语言与专业融合和专业英语学习的提升。
《教育文论选读》结合学术英语与学科知识，将英语学习与教育专业学习有机结合，旨在帮助英语专业本科生进一步巩固语言基础和提高学术阅读能力，并在阅读内容上体现教育知识的专业性。本书分别从学习、教学、教师、学生几个不同方面展开，每单元设置六篇文章，其中第一篇为介绍性导入的短文章，课文A，B，C为主课文，D，E为课外阅读材料。同时每单元通过穿插不同的学习技能讲解，培养学生自主学习、合作学习与探究学习的学习方式，并设计了相应的小组活动与考评活动以加强教学中的形成性评价。

《教育文论选读》的设计理念与编写特点主要体现在以下几个方面，即"方向明、特色强、选材精、设计活、内容全"。"方向明"强调英语教师教育人才培养的适用性，在教材的编写中突出"复合型"、"应用性"和"实践性"的课程开发方向；"特色强"强调在教材编写中突出"英语+教育"的融合与兼顾，突出英语语言素养与教育素养的双重提升；"选材精"强调题材内容、体裁类型的多样性和教育内涵的丰富性，重视教材对学生未来专业发展的知识引领；"设计活"强调学生的学习兴趣和学习习惯，在教材编写中加大互动性、趣味性的教学环节；"内容全"强调教材编写要围绕教育名家、教育热点问题、学生发展、教师发展、英语学习、英语教学等方面，向学生呈现出较为系统化的教育主题学习。