【摘要】注入式教學(xué)法是培養(yǎng)批判性思維能力的四種方法之一。本文首先對注入式教學(xué)法進(jìn)行概念解釋，緊接著介紹了它的基本框架和設(shè)計(jì)依據(jù)，最后以人教版第一單元中的閱讀“Friendship”為例對注入式教學(xué)法的教學(xué)設(shè)計(jì)和步驟進(jìn)行了詳細(xì)說明，期望為高中階段的課程學(xué)習(xí)與批判性思維培養(yǎng)有機(jī)融合提供參考。

【關(guān)鍵詞】注入式教學(xué)法;教學(xué)設(shè)計(jì)

【作者簡介】高艷，延安大學(xué)。

一、注入式教學(xué)法概念

1994年由斯沃茨（Swartz）和帕克斯（Parks）共同提出這一教學(xué)方法。斯沃茨（Swartz）和帕克斯（Parks）認(rèn)為“注入”指的是把批判性思維嵌入學(xué)科內(nèi)容教學(xué)，即確保批判性思維原則和標(biāo)準(zhǔn)被明確展現(xiàn)出來。Swartz等提出注入式教學(xué)法的基本原理的三個主要原則：1.越是明確的批判性思維原則教學(xué)，對學(xué)生的影響越大;2.課堂教學(xué)越是包含一種關(guān)懷氣氛，就越有利于讓學(xué)生重視好思維;3.思維教學(xué)越是與內(nèi)容教學(xué)相結(jié)合，學(xué)生就越多地思考所學(xué)的東西。

二、注入式教學(xué)法步驟

導(dǎo)入：教師首先在閱讀課的第一課時向?qū)W生清楚地介紹本單元閱讀課的內(nèi)容目標(biāo)，學(xué)生可以清楚地了解到這節(jié)課即將學(xué)到什么以及學(xué)完這篇閱讀后要達(dá)到的目標(biāo)要求;接著教師還要介紹閱讀中即將學(xué)到的批判性思維技能，批判性思維技能的核心技能主要有解釋、分析、評估、推論、說明、自校準(zhǔn)，教師在進(jìn)行內(nèi)容教學(xué)的時候要給學(xué)生解釋清楚并在課程中反復(fù)地練習(xí);然后向?qū)W生表明為什么這類思維是最重要的，幫助他們將這種重要性與他們自己的經(jīng)驗(yàn)練習(xí)起來。

積極思考：將解釋、分析、評估、推論、說明、自校準(zhǔn)這六種批判性思維技能在不同背景的課程中反復(fù)練習(xí)和強(qiáng)化，借助于語言提示、圖形、蘇格拉底式提問或批判性問題。

對思維的思考：這是注入式教學(xué)法的元認(rèn)知部分。老師提出一些反省性問題，幫助學(xué)生拉開他們與他們正在思考的東西之間的距離，以便他們能開始注意他們在如何思考。元認(rèn)知涉及三個主要問題：你所進(jìn)行的是何類思維？你是如何完成的？這是從事這類思維的一個有效方式嗎？

應(yīng)用思維：老師給學(xué)生提供更多機(jī)會使他們能夠?qū)⑺季S技能應(yīng)用于類似和不同的內(nèi)容，以促進(jìn)他們對知識的遷移。關(guān)于遷移活動有兩個大的范疇，它們分別是緊隨課堂內(nèi)容的正遷移或負(fù)遷移活動。近遷移：將該過程應(yīng)用于同一類或類似于注入式教學(xué)法閱讀課程的內(nèi)容。在這個過程中，減少教師對思維的提示。遠(yuǎn)遷移：學(xué)生可以運(yùn)用思維技能學(xué)習(xí)其他課程，解決生活中的一些問題。

評估：教師要檢查學(xué)生對思維技能或過程是否有效使用，可以用寫作、周記或口頭作業(yè)的方式進(jìn)行評估。

三、教學(xué)案例

Title：Unit1 Friendship Textbook：People Education Press Senior High School English Compulsory1 Grade：Senior high school students，Grade1

Introduction to Content and Thinking Skill/Process

Content：This passage consists two parts.One part is leading the topic， introducing Annes best friend is a diary and the reason why her kept her diary as her best friend .The diary part mainly talks about Annes long-term hiding in the house and she has a great interest and desire for nature， expressing her desire to be close to nature. Through the learning of this lesson， students are supposed to learn the structure of diary and how to write a diary;to learn words，expressions，special sentence patterns and rhetorical devices.

Thinking skill/process：The core skills of critical thinking：interpretation， analysis，explanation， evaluation，inference，self-regulation are infused and practiced in the course of learning.

Methods and Materials

Content：individual work，pair work，group work，teachers instruction;The text， Annes Best Friend video，pictures and references related to this story Thinking skill/process：prompts，graphic organizers，mind-mapping，brainstorm

Thinking Actively

（1）Paraphrase the difficult sentences in the text.（Interpretation）（2）Analyze the consistent elements of the diary.（Analysis）①Introducing the four elements of the diary to help students identify and analyze the diary②Prompting students to find reasons and conclusions by figure and questions.（explanation and reasoning）a.What happened during World War Ⅱfor Anne and her family？b.Why she kept her diary as her best friend？c.Why do you think her feelings changed towards nature？d.Why did Anne no longer just like looking at nature out of the window？

（3）This passage reveals some facts that the war and the murder of the Nazis during World War Ⅱ，and it also expresses the pursuit and desire for peace and nature.So whats your feelings and thoughts after you read the passage，such as whats your opinion about friendship and what qualities do you think a good friend should have？Does this passage benefit you in improving your own thinking and writing？（self-regulation）

Thinking about Thinking

What thinking skills are used in your work？Are they effective to help you accomplish the tasks？In what way are they effective？

Applying thinking

Step1： Play a film to tell the students about the life and encounters of Jews during World War II. Choosing “Pianist”.Let the students understand the historical background of the unit text Experience the psychology and emotions of the protagonist in a particular environment at the time;Step 2： Group activities. Students express their personal opinions and opinions on the film clips they enjoy. Teachers rejected in this unit when students express their personal opinions;Step 3： The teacher evaluates the students discussion and results.

Assessing Homework：Write a composition about your friend.

參考文獻(xiàn)：

[1]Swartz.R.J.，&Parks，S.（1994）.Infusing the teaching of critical and creative thinking into content instruction.Pacific Grove：Critical Thinking Press&Software.

[2]Swartz.R.J.，&Sandra Parks，1994，P24.