5. Autonomy
自主性
Capacity to take control over one’s own learning
(Benson, 2001)
自主性とは自分の学習を自分でコントロールする能力のこ
とです。
Benson, P. (2001). Teaching and researching autonomy in language learning.
Harlow: Longman.
6. What is critical thinking?
An active, persistent and careful
consideration of a belief
ある信念について、自発的で持続的、かつ注意
深く考えること。
Supposed form of knowledge in the light of
the grounds which support it
裏づけのある(立証性のある)仮定上の知識。
(Dewey, 1909)
Dewey, J. (1998) How We Think. Dover Publications.
7. Critical thinking includes
reflection
According to Schön (1987) a reflective
practitioner thinks a he/she does things
(reflection in action) and reflects on the
actions taken (reflection on action).
Schön (1987)によると、内相的な従業者は何かをやり
ながら考え、またそれをやり終えてから、やったことに
ついて考えます。
Schön, D. (1987) Educating the Reflective
Practitioner. Jossey-Bass Publishers: London.
8. Ennis (1987) focused on the ability to reflect
skeptically and to think in a reasoned way as
one’s capability or disposition.
Ennis (1987)は懐疑的に考えること、また筋の通っ
た考えをすることに焦点を合わせ、考えることはその
人が持っている能力、あるいは気質として捉えてい
ます。
Ennis, R. (1987) A taxonomy of critical thinking dispositions and abilities. In J.Baron and R.
Sternberg (eds.). Teaching Thinking Skills: Theory and practice. New York: W.H.Freeman.
9. Cottrell (2011:1) supports the view that critical thinking
can be taught as a set of skills.
Cottrell (2011:1)は批判的思考はスキルとして教えること
ができるものとして捉えています。
She advocates that it is a cognitive activity that uses
processes such as focussing attention, categorisation,
selection and judgment.
批判的思考は(経験的事実認知に基づいた活動)であり、
ある物事に集中的に目を向けること、分類、選択、判断す
るなどのプロセスであることを主張しています。
Cottrell, S.(2011) Critical Thinking Skills, New York: Palgrave Macmillan.
10. We can help students to be able to think and
present their opinions with reasons.学生が理由を述
べながら自分の意見を言えるように促すことができる。
We can help students to listen critically to others
and agree/disagree with reasons.学生が他者が話し
ている時に批判的に評価しながら聞き、その意見に対し
て理由を述べながら賛成したり、反対意見を言うように指
導することができる。
We can help students to choose the materials that
will help them with their studies. 学生がどのような教
材が自分の勉強に役立つのか自主的に選ぶことを促す
ことができる。
11. We can guide them to take
control of their learning and
become more autonomous in
what and how they learn.
学生が自分の学習をコントロール
してもっと自主的な学習者となれ
るように導くことができる。
12.
13.
14.
15.
16.
17. 1.What did you do in today’s lesson?
2.What new things did you learn?
3.Was there anything that you found
difficult to understand?
4.In future, what kind of things do you
want to learn, and how are you
going to do it?
24. 1. I love _____because it’s such an
international university.
2. My favourite place at _____is _________.
3. I think that the book shop is nice but they
should___________________________.
4. My favourite cafeteria is_______________.
5. The thing I enjoy the best about being at
university is……………
25. Well, although there is much provision in
terms of __________, I think there is
more room for _____________.
The reason why I think________is
because________________.
But on the other hand, one could say
that__________________.
However, I believe that____________
26. Err, sorry but…
Sorry to interrupt you but…
Can I interrupt you?
Can I come in here?
27. Sorry?
Pardon?
What did you say?
What was that?
Can you say that again?
28. Could I just make a point….?
I’d like to add something here.
I agree with …. But I’d just like to say….
Could I say something here?
Yes, but….
29. Could you hold on?
Could I just finish?
Well, let me just explain.
Sorry but I’d just like to finish by saying…
30. What does everyone else think?
Does everyone agree?
What do you think?
Would you like to comment?
31. Can you tell me why you think so?
What are the reasons why you think so?
Can you give us some examples using
your own words?
Can you think of any incidents where you
thought so?
Can you describe how you felt about it at
the time?
46. You have got 4-5 minutes to find an
appropriate word which would fit logically
into the gaps.
You may use a dictionary if you wish.
47.
48. Discuss in pairs and compare and contrast
the differences between a Superhero and
a hero/heroine who existed or is now alive.
Superhero/heroine Real hero/heroine (human being)
We know they are not real but they
provide a kind of dream for us.
We know they are real so we are
much inspired by the real things they
do.
49. It is important to think about where the students are in expressing
their thinking
今学生たちが自分の考えを述べるのにあたり、どのようなことができて、ど
のようなことがまだできないかを把握することが大切です。
The cultural aspect of critical reflection is particularly important
批判的思考に対する日本での文化的な意味合いについて、教師が考え
ることはとても大切です。
Students may not find it appropriate to challenge their peers or their
teachers
学生は仲間の意見を批判したり、先生の意見を批判することはよくないこ
とだと考えているかもしれません。
Scaffolding situations where they feel the agency to become
autonomous in expressing their own opinions is key.
自主性を持ち、自分でコントロールをしながら意見を言えるような状況設
定をして足場作りをすることが大切です。
50. I need to think about the steps that are taken
in scaffolding critical thinking
批判的思考を促すためにどのようなステップを
踏んでいったら良いかをもっと考えていく必要が
あります。
I need to develop materials to teach different
ways of expressing student thinking
学生が意見を述べやすくするための教材開発
を進める必要があります。