Critical Pedagogy in EFL College Writing Instruction in China: An Untested Feasibility （大学英语写
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作者： 桂林 著
出 版 社： 浙江大学出版社
出版时间： 2009-4-1字数：版次： 1页数： 133印刷时间：开本： 16开印次：纸张：I S B N ： 9787308066709包装： 平装内容简介
作者分析在内、外因素影响下的大学英语写作教学的现状，并通过剖析大学英语四级考试样文，揭示在大学英语写作中带有普遍性的问题——“自我缺位”（1ack of self identity）。作者倡导巴西教育哲学家弗莱雷的批判教育学（critical pedagogy），指出目前我国大学英语写作教学的模式是弗莱雷批判的“银行储蓄式教育”（banking model of education）模式，提出：在大学英语写作教学中，应该提倡弗莱雷所倡导的“提问式教育”（problem—posing model of education）。其突出特点是对话式教学和 批判意识，即：通过师生对话，激发学生的“自我”意识，使他们认识到自己是创造知识的主体，从被动地接受教师传授的知识，转变为积极地参与师生对话；通过自己的观察、体验、调研、分析和判断来质疑已有知识，并学会用自己的语言表达自己的想法，从而形成批判的技能，成为具有批判意识的作者（critical writer）。
目录
Chapter 1 Introduction
Prelude
1.1 Overview
1.2 Theoretical Framework
1.3 Methodology
1.4 Purpose of the Study
1.5 Overview of Chapters
Chapter 2 External English Linguistic Imperialism
2.1 Globalization of English
2.1.1 English linguistic imperialism
2.1.2 The ideological feature of English
2.2 Historical Revelation of Ideology in EFL in China
2.2.1 Phase one: 1862-1918
2.2.2 Phase two: 1919-1949
2.2.3 Phase three: 1950-1976
2.2.4 Phase four: 1977-1990
2.2.5 Phase five: 1991-2007
Chapter 3 Internal Institutional Imposition and Teacher Authority
3.1 Institutional Imposition: A National College English Syllabus and a Standardized English Test
3.1.1 A national college English syllabus
3.1.2 A national standardized English test
3.1.3 English for nation building and personal educational, and professional promotion
3.1.4 English for meritocracy
3.2 Teacher Authority: Implementing Institutional Imposition of English-"
3.2.1 Pedagogies in college EFL writing instruction in China
3.2.1.1 Grammar-based approach
3.2.1.2 Functional/Current-traditional approach
3.2.1.3 Genre-based approach
3.2.2 EFL writing instruction: Pragmatic rather than ideological
Chapter 4 Lack of Writer's Self-Identity
4.1 Method
4.2 Findings
4.3 Analyses
4.3.1 The Confucian self
4.3.1.1 A selfless self
4.3.1.2 A relational self
4.3.1.3 A ritual self"
4.3.1.4 Self as a form of the Way (dao)
4.3.2 Mao Zedong's self
4.3.3 Post-Mao Zedong's self
4.4 Discussion
Chapter 5 Creating a Critical Writer Identity in EFL College Writing in China
5.1 Critical Pedagogy
5.1.1 Critical consciousness
5.1.2 A dialogical relationship
5.2 From a Banking Paradigm to a Problem-Posing Paradigm: Creating a Critical Writer Identity
5.2.1 Provoking student autonomy through dialogue
5.2.2 Developing critical literacy through empowerment of critical consciousness
Chapter 6 Conclusion
6.1 Revisiting the Research Question
6.2 Confronting Barriers to the Implementation of Critical Pedagogy to EFL College Writing in China
Postlude
References
List of Tables
