《教育文論選讀》借鑒特殊用途英語ESP和內(nèi)容依托教學CLIL的理念，以教育學科專業(yè)知識為選材背景，以英語閱讀訓練為主要語言技能，以學習技能培養(yǎng)為主要學習策略，旨在實現(xiàn)語言與專業(yè)融合和專業(yè)英語學習的提升。
《教育文論選讀》結合學術英語與學科知識，將英語學習與教育專業(yè)學習有機結合，旨在幫助英語專業(yè)本科生進一步鞏固語言基礎和提高學術閱讀能力，并在閱讀內(nèi)容上體現(xiàn)教育知識的專業(yè)性。本書分別從學習、教學、教師、學生幾個不同方面展開，每單元設置六篇文章，其中第一篇為介紹性導入的短文章，課文A，B，C為主課文，D，E為課外閱讀材料。同時每單元通過穿插不同的學習技能講解，培養(yǎng)學生自主學習、合作學習與探究學習的學習方式，并設計了相應的小組活動與考評活動以加強教學中的形成性評價。
《教育文論選讀》的設計理念與編寫特點主要體現(xiàn)在以下幾個方面，即"方向明、特色強、選材精、設計活、內(nèi)容全"。"方向明"強調(diào)英語教師教育人才培養(yǎng)的適用性，在教材的編寫中突出"復合型"、"應用性"和"實踐性"的課程開發(fā)方向；"特色強"強調(diào)在教材編寫中突出"英語+教育"的融合與兼顧，突出英語語言素養(yǎng)與教育素養(yǎng)的雙重提升；"選材精"強調(diào)題材內(nèi)容、體裁類型的多樣性和教育內(nèi)涵的豐富性，重視教材對學生未來專業(yè)發(fā)展的知識引領；"設計活"強調(diào)學生的學習興趣和學習習慣，在教材編寫中加大互動性、趣味性的教學環(huán)節(jié)；"內(nèi)容全"強調(diào)教材編寫要圍繞教育名家、教育熱點問題、學生發(fā)展、教師發(fā)展、英語學習、英語教學等方面，向?qū)W生呈現(xiàn)出較為系統(tǒng)化的教育主題學習。
孫二軍，西安外國副教授，主要從事教師教育、課程論及高等教育研究，主持陜西省教育廳科研項目1項、陜西省教改項目1項，作為主要參與人承擔教育部"十一五"規(guī)劃課題1項、陜西省社科項目1項、陜西省教育廳科研項目1項。共發(fā)表學術論文10余篇（其中，6篇CSSCI，5篇北圖核心）。
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
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