跟讀練習: Critical Thinking Lecture: an introduction to critical thinking - 通過影片學習英語口語

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Hello and welcome to my short lecture today on an introduction to critical thinking at university.

So just to begin, I think I should say

that critical thinking is a huge area and to cover all elements will take a significant amount of time,

so I'm just going to look at the basic key aspects associated with reading and writing at university.

Now I've divided my lecture today into five key parts.

I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.

I'll then use Bloom's Taxonomy to highlight higher order thinking skills,

which leads into a simple approach to help activate your critical thinking.

And finally, I'll demonstrate critical thinking questioning on this lecture.

OK, so let's begin with a definition.

Thank you.

Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.

The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether

or not those resources are credible.

On a basic level, we are questioning the things we read and hear to see if they are objective

truthful and supported by appropriate evidence.

However, one of the main challenges is

that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,

even when faced with concrete evidence that refutes them.

Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.

OK, so moving on to my second point, which is alternative thinking styles.

I'm going to refer to the research by Brown

and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.

So, according to them, there are two distinct thinking styles: the sponge and panning for gold.

So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.

The two benefits of this style are

that the person can absorb large amounts of information to view the world from different perspectives

and it does not require huge amounts of mental exertion.

However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.

The second approach which is referred to as panning for gold

uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.

It highlights that critical thinking is carefully inspecting and examining the information you read.

This process is beneficial as it asks active readers

and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.

Obviously, this type of thinking is challenging and often repetitive,

but failure to do this will lead to a passive acceptance of ideas without critical analysis.

Okay, this leads nicely into Bloom's taxonomy.

This is a classification pyramid of learning levels which maps the way we think and process information.

The lower levels of learning are remembering, understanding and applying.

These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.

The higher order thinking skills are analysing, evaluating and creating.

These are planning for gold or your critical thinking skills.

So let's focus on the higher order thinking skills starting with analysing.

So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.

Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.

So, at this level, you can answer questions like why, how and what if.

Moving on to Evaluating.

Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.

To be successful at this, you need a profound understanding of the topic or idea you are evaluating.

At this level you can answer questions like "So what?" and "What's next?"

Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.

It requires inventiveness and originality to form new opinions and structures.

At this level you can answer questions like: How can it be improved or how can it be changed or adapted?

Now, there are many critical thinking question sheets and resources on the internet

and in your universities that are all very beneficial and helpful.

But, I find it more productive to focus on analysing

and evaluating rather than going through a whole list of questions

every time I find a point in a text I want to question.

So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,

how and what if.

and evaluating which are 'so what' and 'what's next'.

This keeps your critical thinking strategies simple, focused and effective.

And more importantly, Analysis and evaluation are key components of university assessment criteria.

However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.

It is not something you will become good at overnight as it can take months

or even years of practice to fully develop this skill.

In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.

Okay.

So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.

So let's start with analysing and the why questions.

The kind of questions you may ask could be, why did he do this lecture?

Why did he choose the Brown and Keely research and Bloom's taxonomy?

Why were only three sources used?

And then you go on to the how questions.

Possible questions are: How do we know this is reliable?

How is this similar to other critical thinking concepts?

How does this apply to me and my university study?

And then the what if questions.

Examples are: What if these concepts are wrong?

And what if it is too simplistic?

Then we move on to the evaluating questions.

And examples of so what would be Is this significant to me?

Is this convincing?

Do I agree?

What's wrong with it?

And then the what's next questions such as, will I use what I have learnt today?

How can it be improved?

And has this been disproved?

Okay, let's move on to the summary.

So today I have provided a basic definition of critical thinking.

I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.

I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.

And in this part, I have focused on the importance of questioning words like Why,

How, What If, So What and What's Next to aid critical analysis.

The last part was to apply the higher thinking skills to today's lecture.

So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.

My final point today is that I'd like to finish with something that was mentioned earlier.

It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.

Thank you for listening to my lecture today.

100

Goodbye.

101

Thank you.

102

Thank you.

103

Thank you.

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本課的詞彙與口語要點

這節 C1 級別的口語課以影片“Critical Thinking Lecture: an introduction to critical thinking”為素材。影片中反覆出現的詞有：thinking, critical, skill, analysing, evaluating。這段影片共有 103 個句子、1238 個單詞可供跟讀。講話部分時長為 9:57。說話人語速平穩，每分鐘約 124 個詞，很適合跟讀。 82% 的單詞屬於英語最常用的 3,000 詞，其餘的詞建議在練習前先學一下。全部 103 個句子中有 16 個是問句，適合練習疑問語調和簡短回答。

影片中的重點詞彙

影片中最難的 15 個單詞，附發音和釋義：

單詞	發音	釋義
evaluate 動詞	/ɪˈvaljʊeɪt/	評價 /評價
taxonomy 名詞	/tækˈsɑnəmi/	分類法 /分類法, 分類 /分類
sponge 名詞	/spʌnd͡ʒ/	海綿 /海綿
absorb 動詞	/æbˈsɔɹb/	吸收
beneficial 形容詞	/ˌbɛn.ɪˈfɪʃ.əl/	有益的, 有利的
pyramid 名詞	/ˈpɪɹ.ə.mɪd/	金字塔
premise 名詞	/ˈpɹɛm.ɪs/	前提
criterion 名詞	/kɹaɪˈtɪɹ.i.ən/	標準 /標準, 尺度
disprove 動詞	/dɪsˈpɹuv/	駁斥 /駁斥
exertion 名詞	/ɪɡˈzɝʃən/	竭盡全力
refute 動詞	/ɹɪˈfjuːt/	反駁 /反駁
simplify 動詞	/ˈsɪmplɪfaɪ/	簡化 /簡化
listener 名詞	/ˈlɪs(ə)nɚ/	傾聽者 /傾聽者, 聽者 /聽者
unreliable 形容詞	/ˌʌn.ɹəˈlaɪ.ə.bəl/	不可靠的
factual 形容詞	/ˈfæk.tʃ(u)əl/	事實 /事實

影片中出現的短語動詞

單詞	釋義
go through 動詞	通過 /通過

影片中的語法

說話人最常用的結構，並附上影片中的原話：

結構	影片中的用法
被動語態 be + 過去分詞 — 強調發生了什麼，而不是誰做的	can be founded · is referred · can be seen
現在完成時 have/has + 過去分詞 — 過去發生但與現在仍有關聯的事	I've divided · have learnt · have provided
定語從句 who / which + 從句 — 補充說明人或事物	point, which is · approach which is · analysing which are

需要注意的發音

說話人用了 10 次縮略和弱讀形式，例如 I'll, I'm, I've。請按聽到的簡短形式來說。

“sh” 和 “zh” 音: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
長單詞——注意重音位置: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]

中文母語者容易讀錯的音：

/v/ — 不要讀成 /w/，上齒輕觸下唇: evaluate /ɪˈvaljʊeɪt/, disprove /dɪsˈpɹuv/, passively /ˈpæs.ɪv.li/, preconceived /ˌpɹiːkənˈsiːvd/, relevancy /ˈɹɛlɪvənsi/
詞尾子音 — 要讀清楚，後面不要加母音: evaluate /ɪˈvaljʊeɪt/, sponge /spʌnd͡ʒ/, absorb /æbˈsɔɹb/, pyramid /ˈpɪɹ.ə.mɪd/, premise /ˈpɹɛm.ɪs/
/r/ 和 /l/ 的區別: criticality /ˈkɹɪtɪˌkælɪti/, originality /əˌɹɪd͡ʒɪˈnælɪti/, relevancy /ˈɹɛlɪvənsi/, truthful /ˈtɹuːθ.f(ə)l/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/

如何用這段影片練習

先完整聽一遍影片，不要開口，記下不認識的單詞。
用正常速度逐句跟讀，每句重複到你的節奏與說話人一致為止。
錄下自己的聲音並與原聲對比，特別注意 evaluate, taxonomy, sponge 這類單詞。

什麼是跟讀法？

跟讀法 (Shadowing) 是一種有科學依據的語言學習技巧，最初開發用於專業口譯員的培訓，並由多語言者Alexander Arguelles博士普及。這個方法簡單而強大：您在聽英語母語原聲的同時立即大聲重複——就像是一個延遲1-2秒緊跟說話者的影子。與被動聽力或語法練習不同，跟讀法強迫您的大腦和口腔肌肉同時處理並模模擬實的講話模式。研究表明它能顯著提高發音準確性，語調，節奏，連讀，聽力理解和口語流利度——使其成為雅思口語備考和真實英語交流最有效的方法之一。

影子跟讀法: 閱讀完整分步指南 →

跟讀練習: Critical Thinking Lecture: an introduction to critical thinking - 通過影片學習英語口語

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本課的詞彙與口語要點

影片中的重點詞彙

影片中出現的短語動詞

影片中的語法

需要注意的發音

如何用這段影片練習

什麼是跟讀法？