AbilityOriented Education ACT Content and Language Integrated Instruction

编写理念知技融合 Ability-Oriented Education 能力导向 ACT 思辨为本 Content and Language Integrated Instruction Thinking-Based Learning

Ability-Oriented Education

思辨能力 Why critical thinking? “Everyone thinks; it is our nature to do so. But much of our thinking, left to itself, is biased, distorted, partial, uninformed or down-right prejudiced. Yet the quality of our life and that of what we produce, make, or build depends precisely on the quality of our thought. Shoddy thinking is costly, both in money and in quality of life. Excellence in thought, however, must be systematically cultivated. ”（Paul & Elder）

Critical thinking Sloppy thinking Routine thinking Intuitive thinking Impulsive thinking

What is the hardest thing in the world? To think. Education is nothing more, nor less, than learning to think! Emerson Facione

Delphi Expert Consensus on CT “We understand critical thinking to be purposeful, self-regulatory judgment which results in interpretation, analysis, evaluation, and inference, as well as explanation of the evidential, conceptual, methodological, criteriological, or contextual considerations upon which that judgment is based. CT is essential as a tool of inquiry.

As such, CT is a liberating force in education and a powerful resource in one's personal and civic life. While not synonymous with good thinking, CT is a pervasive and self-rectifying human phenomenon. The ideal critical thinker is habitually inquisitive, well-informed, trustful of reason, open-minded, flexible, fair-minded in evaluation,

honest in facing personal biases, prudent in making judgments, willing to reconsider, clear about issues, orderly in complex matters, diligent in seeking relevant information, reasonable in the selection of criteria, focused in inquiry, and persistent in seeking results which are as precise as the subject and the circumstances of inquiry permit.

Thus, educating good critical thinkers means working toward this ideal. It combines developing CT skills with nurturing those dispositions which consistently yield useful insights and which are the basis of a rational and democratic society. ” >>> CT models 1 2

跨文化能力 “Intercultural competence is the appropriate and effective management of interaction between people who, to some degree or another, represent different or divergent affective, cognitive, and behavioral orientations to the world. ” (B. H. Spitzberg and G. Changnon)

Why does ICC matter? “In times of increased global interdependence, producing interculturally competent citizens who can engage in informed, ethical decision-making when confronted with problems that involve a diversity of perspectives is becoming an urgent educational priority. ” （King and Baxter Magolda） 18

“The need to develop in leaders the attitudes that go beyond tolerance toward embracing difference and living constructively and compassionately in a multicultural world is critical to the survival of humankind and the planet…. Leaders who can function across cultures, who can create and sustain systems that draw on the strengths of those differences, and who allow innovative approaches to emerge are essential in every human endeavor. ” （Margaret D. Pusch） 19

“Education is therefore an education in freedom–--freedom from inherited biases and narrow feelings and sentiments, as well as freedom to explore other cultures and perspectives and make one’s own choices in full awareness of available and practicable alternatives. ” (Bhikhu Parekh) 20

“Knowing that students and society could ultimately benefit from cross-cultural learning, but failing to take the necessary steps to intentionally create enabling conditions [in and] outside the classroom is downright irresponsible. ” (Harper and Antonio) 21

What do we mean by ICC? Think locally • 中国立场，中国视角 Act globall y • 国际规则，合作共赢 Think globall y • 人类情怀，跨文化视角 Act locally • 接地务实，爱国利民 26 Dimensions of ICC

自主学习能力 10 Dimensions of AL

Ccontent and Language Integrated Instruction

Definition of CLIL “any dual-focused educational context in which an additional language, thus not usually the first language of the learners involved, is used as a medium in the teaching and learning of non-language content” (CLIL/EMILE: The European Dimension, 15)