批判性阅读的一些理论基础

批判性阅读的一些理论基础1. 基于目的需求的阅读阅读目标决定了阅读方式，也就是说怎样阅读取决于读什么。

对于不同的阅读材料，有核心的阅读工具和阅读技能。

2. 基于作者写作意图的阅读3. 基于核心概念的阅读----构建一个知识地图知识是意义的系统，包括核心概念、次要概念、外围概念。

也就是说，我们需要了解核心概念，并学会用系统概念去思考。

首先，知识不仅存在于一个系统中，而是存在于相关的其他系统中，因此，我们应该学会读懂核心概念，和他们的系统功能，把他们与知识的其它系统联系起来。

其次，掌握系统的核心概念有助于我们理解不同的系统概念和学会在不同的系统中去思考。

以学生为中心的知识系统，以教师为中心的知识系统例如，禾U用系统思维去阅读时，当我们了解到所有的植物都是有细胞组织的，那么我们应该将知识迁移到相关的系统中去，我们可以认为所有动物也是有细胞组织的。

接下来，我们开始思考动、植物两个不同系统中细胞组织之间的异同。

再如，当我们思考心理学和社会学之间的关系时，我们知道心理学关注个体行为，而社会学关注集体行为；但是，个体的心理状况会影响到集体组织的形成，而集体又会影响到个人的价值取向。

所以，读懂两个领域的核心概念，我们可以更好地理解心理学和社会学是怎么相互联系，相互影响的。

4. 避免印象阅读和印象写作5. 基于反思的阅读区分自己的观点与作者的观点；整合书上的知识与现有知识；接受新事物；做批判性反思6. 基于元认知的阅读在阅读解码时，可以监控和分析自己的阅读过程。

7. 基于文本互动的阅读通过内省提问的方式来积极重构文本，实现与作者和文本的互动。

8. 基于八种思考工具的阅读目的（目标、功能）；提出问题；提取信息（数据、事实、证据、观察、实验、推理）；解释和参考（结论和解放方案）；利用概念（理论、定义、规则、模式）；提出假设（前提、保障），得出结论；形成观点（价值观）9. 基于阅读过程理解的自主阅读了解阅读的认知过程，具备一些阅读策略和工具。

10. 五个层次的精读阅读是基于提取和内化信息的建构型学习活动。

包括五种层次（即层次化阅读）：复述（用自己的话来阐释提取的信息）；for 1st reading解释（举例阐释理论）；for 2nd readi ng分析（用八种思考工具向自己提问，来分析作者的说理过程）；for 3rd reading评价（用清楚、精确、准确、相关性、重要性、深度、逻辑性、公平等标准来评价文本）；for 4th readi ng角色扮演（）Point of ViewfwnieofTefeiwcf,Purpose goal,objettive, functionQuestionLmplkdtioni and pmfMdhra, oricnlation, world vieih 1Consequencesat Issue that which followsproblem J5suelogically effectsElementsofAi&u motions ThoughtInformationpicsupposl^m. dMa t ficT^ evidenceawoms, taking observations, for QRntedoxpcTicnces,Concept^reasonstheories, inttrprcUtiondefinition^ laws, and Mere neepriivdple^ WTKlskm*.models solutionsThinking* hmF a purpose * raises questions *iLhCi iiitbiLLiaticn* uiihzL ：^ concepts * is based on ossumptians■ generates L nipiiiruiions* embodies ;i |X>ini of \Analyzing the Logic of What We Are fteadtngAnytime you read, you are reading llie product of an author's reasoning. You can use your understanding of the elements of fcastining, therefbre. In hriiig yflur reading to a higher level. Yon can do (his by Mking the RM lowing questions (you may ask these questions in any order you want)!Whai It iheloj fufft^nthe author t$ trying ttWlwtaif theiuthar^ most basic concepts? WhetaFtlhenio$t fundamental infv&ntts orconcluiiom In Ibe artkWthe utiw^ paint of ritw with mpert IoIheiwue?Wliai aaumpthM iuhf author rruking in hK/her 恫出ofii凹！mfarmauon 箭試讯恤 de 出仙忖MhM implkatimt 帼旧血伽mg oftheduM through 恤 r e asO niDg?Issue?■^.-r i ： ih - author^ fundamenta l purpose?Etemerits of ThoughtWhai二、阅读的策略 1•做好阅读笔记:Circle around word or phrase key concept keyQ infer L It or U! prob or issue info, data^ or evidencefoundational or other important concept POV Assump Implic an essential ideakey question guiding the author's reasoning key inference the authoris makrng important idea or inferentea key problem or issue the author is addressing key information data, evidence supporting inference/ argument key point of viewan important assumptron embedded in the reasoning keyimplicattons or consequences notes in margin or re^der Js thoughts being recorded; connections on extra pages diagramsideas beyond the immedtate text drawing by the reader to show/ interrelationships between important ideas highlighting text use yellow highlighter to illuminate key ideas 2•阅读教育-通过阅读联系真实的生活，理解内化复杂的概念，达到阅读生长，阅读育人的 目标 3.结构化阅读结构化路径： Title---mai n idea----parts ----questi on To read structurally, ask these questions ： • Wliat docs the liile icll me about this book? • What is the main idea in Lite book? (You should be able to figure this oui from skimming the preface, introduction, and first chaptcrj • \\ hat are lhe p ：irts of the whole, and how does lhe hook deal with those parts? (Again, tbis may be found in an overview in the mtroduction. preface, first chapter, and/or table of cornenis,) • In tlx li«ht of my slnictural leading, whai quesiions woutd 1 pursue duri 口 < close reading?怎样读句子：Key paragraph ----key sentences ——key ideas ---- key questi onsf inding key sentences means finding the sentences that are the dn\mg force within a book. Structural 『诅山咤 is one way by whitI 弓些巴史兰2_ piiragr 叩h?; and boit them down to key sentence^ 如址回££12竺型竺巴i key questions, '_AiHrnponaHT^ of reading with discipline is to 叫巴労抽址竺处h 昨士弓企kx 些^ i D sec how they fii niihE 血把句子放在更广阔的语境下理解，可以提问自己：此句子与 整个篇章服务？怎样读段落：语篇中的所有段落都是相互联系的，我们应该看到意义之间的逻辑关系，所有的观点应 该构成一个意义系统。

可以提问自己：All paragraphs within a written piece should connect to one anoltier so we can see logical connections between idtas* All ideas should form a system of meanings* As you move from paragraph to paragraph, ask:• What is the most impomnt idea in this paragraph?• How do the ideas in ibis paragraph relate to lhe ideas in previous paragraphs? • How are the important ideas in the text connected?Look for paragraphs that focus on significant ideas or questions. Connect those ideas, when possible, to situations and experiences that are meaningful in your life. To actively connect ideas to life situations, ask:• How can I relate ihi& iden to something I already understand? • Is there an important idea here that 1 can use in my thinking? • Have [ ever experienced a situation that sheds light on this idea?怎样读教材？The first and most important insight necessary for successfully reading a textbook is that all textbooks focus on "systems" which, when internalized, can help us reason tlirough a specific stH of problcnis. They focus on a special Wa y of thinking about a special sei of things. To claboraie, history texibooks teach a special way of thinking about events in the pash Biology textbooks teach a special ^vay of thinking about living things. Mathemaiics 戚也Mk leach a special way of thinking about the numbers, shapes, and figures. Physics textbooks teach a special way of thinking about mass and energy and ih 阶 interrelations. The same is truebroader contcx written piece. For cvcrj^ scrUcnce you read, you might iisk: • I knv does ibis svtncnee connectihu other seiHcnccs in ihiI 泸• How does this scnlcnce culolc ia die organizing idea of this m w u h 1其他句子怎样联系？怎样为for al) other textbooks.Thus, there is no way to learn mathematics from a math textbook without learning how to figure out correct answers to mathematical questions and problems. There is no way to learn history from a history textbook without learning how(o flgun: out correct or reasonable answers to historical questions and problems. There is no way to learn biology from a biology textbook without learning how to figure out answers to biological questions andproblems. Any subject can lhererorc be understood as □ system of figuring oul correct or reasonable answers to a certain set or questions^ We study chemistry to undersiand chemicals and how iliey interact (to answer questions aboutchcniicals). \\c study psycliology to figure out human behavior (to answer questions about ccnain human problems). All subjects can be understood in this way* All textbooks can be read in this way.Most textbooks begin with an introductory chapter or preface lhai introduces us to the field of study: What is biology? What is physics? What is history? It is importani for us io do a close reading of ibis opening chapter in order ic acquire from lhe very beginning an insight into the most basic and tundamcnia] concepts in the field.Once wc have a basic idea of the whole of 狂subject from the iniroductory chapter, we should be able to do some thinking within the system- Thus, with a basic idea of biology^ we should be able to do some simple biological thinking. We should be able to ask some bnsic biological questicns and idealib some relevant biological infc>rtnation. This is crucial to success in reading【ht remainder of the textbook because if we do not have a clear concept of the whok t wc will not be able to relate the parts (covered by the otherchflpt efS) to that whole.Our reading strategy should not be wholes part, part, parti P仇pn*… bm rather whole, part, whole, part, whole, part. We first ground ourselves in a basic (though introductory) idea of the whole. We then relaie each par (each subsequent chapter) to that whole. We understand the whole throng integrating the parts into it, Wc use the whole as our tool of synthesis. We 购°Qr knowledge the parts as a tool of analysis.。