跟读练习: Critical Thinking Lecture: an introduction to critical thinking - 通过视频学习英语口语
正在创建课程...
1
Hello and welcome to my short lecture today on an introduction to critical thinking at university.
2
So just to begin, I think I should say
3
that critical thinking is a huge area and to cover all elements will take a significant amount of time,
4
so I'm just going to look at the basic key aspects associated with reading and writing at university.
5
Now I've divided my lecture today into five key parts.
6
I'll begin by defining critical thinking, then I'll use recent research to discuss alternative thinking styles.
7
I'll then use Bloom's Taxonomy to highlight higher order thinking skills,
8
which leads into a simple approach to help activate your critical thinking.
9
And finally, I'll demonstrate critical thinking questioning on this lecture.
10
OK, so let's begin with a definition.
11
Thank you.
12
Critical thinking is a systematic evaluation of the arguments, ideas and theories of others.
13
The basic premise of critical thinking involves asking critical questions to form an educated opinion of whether
14
or not those resources are credible.
15
On a basic level, we are questioning the things we read and hear to see if they are objective
16
truthful and supported by appropriate evidence.
17
However, one of the main challenges is
18
that each of us carries a set of beliefs and opinions that may interfere with our willingness to alter these beliefs,
19
even when faced with concrete evidence that refutes them.
20
Generally, everyone has an opinion about most things, but of course these opinions can be founded in unreliable and invalid information.
21
OK, so moving on to my second point, which is alternative thinking styles.
22
I'm going to refer to the research by Brown
23
and Keely 2013 as in my opinion their analogy provides a clear explanation of thinking types.
24
So, according to them, there are two distinct thinking styles: the sponge and panning for gold.
25
So, the sponge involves the basic premise of passively absorbing information without the use of critical thinking.
26
The two benefits of this style are
27
that the person can absorb large amounts of information to view the world from different perspectives
28
and it does not require huge amounts of mental exertion.
29
However, this process of thinking offers no dependable procedure for determining which opinions or information to trust and which ones to reject.
30
The second approach which is referred to as panning for gold
31
uses the river mining metaphor of separating particles of gold from soil by washing in a pan with water.
32
It highlights that critical thinking is carefully inspecting and examining the information you read.
33
This process is beneficial as it asks active readers
34
and listeners to frequently ask critical questions and take time to contemplate whether the information is reliable and factual.
35
Obviously, this type of thinking is challenging and often repetitive,
36
but failure to do this will lead to a passive acceptance of ideas without critical analysis.
37
Okay, this leads nicely into Bloom's taxonomy.
38
This is a classification pyramid of learning levels which maps the way we think and process information.
39
The lower levels of learning are remembering, understanding and applying.
40
These can be seen as the sponge or lower order thinking skills, where information is given and absorbed.
41
The higher order thinking skills are analysing, evaluating and creating.
42
These are planning for gold or your critical thinking skills.
43
So let's focus on the higher order thinking skills starting with analysing.
44
So, analysing is breaking the information down into separate components and looking for relationships between ideas and overall structures.
45
Through analysing content, you will recognise unstated assumptions, logical reasoning and relevancy of data.
46
So, at this level, you can answer questions like why, how and what if.
47
Moving on to Evaluating.
48
Evaluating is judging, assessing and criticising information through using what you know to make a decision and support your views.
49
To be successful at this, you need a profound understanding of the topic or idea you are evaluating.
50
At this level you can answer questions like "So what?" and "What's next?"
51
Creating is the highest level where you combine all elements of the taxonomy to produce new or original work.
52
It requires inventiveness and originality to form new opinions and structures.
53
At this level you can answer questions like: How can it be improved or how can it be changed or adapted?
54
Now, there are many critical thinking question sheets and resources on the internet
55
and in your universities that are all very beneficial and helpful.
56
But, I find it more productive to focus on analysing
57
and evaluating rather than going through a whole list of questions
58
every time I find a point in a text I want to question.
59
So, my advice is this: when starting out with critical thinking, just use the simple question tools of analysing which are why,
60
how and what if.
61
and evaluating which are 'so what' and 'what's next'.
62
This keeps your critical thinking strategies simple, focused and effective.
63
And more importantly, Analysis and evaluation are key components of university assessment criteria.
64
However, it is important to remember that critical thinking is a higher level skill and needs time to develop and mature.
65
It is not something you will become good at overnight as it can take months
66
or even years of practice to fully develop this skill.
67
In fact, recent research by Stanford University 2018 states that critical thinking is a lifelong process.
68
Okay.
69
So now I'm going to demonstrate how you may apply the critical thinking questioning of analysing and evaluating to this lecture today.
70
So let's start with analysing and the why questions.
71
The kind of questions you may ask could be, why did he do this lecture?
72
Why did he choose the Brown and Keely research and Bloom's taxonomy?
73
Why were only three sources used?
74
And then you go on to the how questions.
75
Possible questions are: How do we know this is reliable?
76
How is this similar to other critical thinking concepts?
77
How does this apply to me and my university study?
78
And then the what if questions.
79
Examples are: What if these concepts are wrong?
80
And what if it is too simplistic?
81
Then we move on to the evaluating questions.
82
And examples of so what would be Is this significant to me?
83
Is this convincing?
84
Do I agree?
85
What's wrong with it?
86
And then the what's next questions such as, will I use what I have learnt today?
87
How can it be improved?
88
And has this been disproved?
89
Okay, let's move on to the summary.
90
So today I have provided a basic definition of critical thinking.
91
I've used recent research to highlight the two alternative thinking styles of the sponge and panning for gold.
92
I focused on Bloom's taxonomy pyramid and drawn attention to the top three levels of higher thinking skills.
93
And in this part, I have focused on the importance of questioning words like Why,
94
How, What If, So What and What's Next to aid critical analysis.
95
The last part was to apply the higher thinking skills to today's lecture.
96
So, I hope today's lecture has been really beneficial in simplifying critical thinking skills for use in reading and writing at university.
97
My final point today is that I'd like to finish with something that was mentioned earlier.
98
It is to try to be consciously aware of our own beliefs and preconceived opinions, as these are the thoughts that prevent true criticality.
99
Thank you for listening to my lecture today.
100
Goodbye.
101
Thank you.
102
Thank you.
103
Thank you.
✨ 推荐视频
C11
376 句
1. Introduction
IELTS PrepTOEFL PrepCambridge Exam Prep
C111
61 句
Cambridge 12 Test 2 Section 4 Listening
IELTS PrepBusiness EnglishUniversity Students
C12
155 句
How to be a creative thinker | Carnegie Mellon University Po-Shen Loh
Business EnglishUniversity StudentsWorking Adults
B23
40 句
Casually Explained: Critical Thinking
Business EnglishDaily ConversationUniversity Students
C11
117 句
How to practice the English way of thinking
Business EnglishUniversity StudentsWorking Adults
C17
175 句
The Lost Art Of The Intellectual Life
Business EnglishUniversity StudentsWorking Adults
C13
57 句
'Self-Regulatory focus theory' and leadership | IELTS LISTENING TEST | SECTION-4
IELTS PrepTOEFL PrepBusiness English
C15
63 句
IELTS Listening Section-4(Stoicism) with answers
IELTS PrepUniversity StudentsWorking Adults
C112
34 句
Debating skills - Introduction
Business EnglishUniversity StudentsWorking Adults
C14
88 句
Contemporary Topics 2 Unit 5 Lecture with Powerpoint
IELTS PrepTOEFL PrepCambridge Exam Prep
B22
35 句
Research Foundations: How to Turn Business Problems into Actionable Data
Business EnglishUniversity StudentsWorking Adults
C11
157 句
How To Become Dangerously Self-Educated (Complete Plan)
Business EnglishUniversity StudentsWorking Adults
本课的词汇与口语要点
这节 C1 级别的口语课以视频“Critical Thinking Lecture: an introduction to critical thinking”为素材。 视频中反复出现的词有：thinking, critical, skill, analysing, evaluating。 这段视频共有 103 个句子、1238 个单词可供跟读。 讲话部分时长为 9:57。 说话人语速平稳，每分钟约 124 个词，很适合跟读。 82% 的单词属于英语最常用的 3,000 词，其余的词建议在练习前先学一下。 全部 103 个句子中有 16 个是问句，适合练习疑问语调和简短回答。
视频中的重点词汇
视频中最难的 15 个单词，附发音和释义：
| 单词 | 发音 | 释义 |
|---|---|---|
| evaluate 动词 | /ɪˈvaljʊeɪt/ | 評價 /评价 |
| taxonomy 名词 | /tækˈsɑnəmi/ | 分類法 /分类法, 分類 /分类 |
| sponge 名词 | /spʌnd͡ʒ/ | 海綿 /海绵 |
| absorb 动词 | /æbˈsɔɹb/ | 吸收 |
| beneficial 形容词 | /ˌbɛn.ɪˈfɪʃ.əl/ | 有益的, 有利的 |
| pyramid 名词 | /ˈpɪɹ.ə.mɪd/ | 金字塔 |
| premise 名词 | /ˈpɹɛm.ɪs/ | 前提 |
| criterion 名词 | /kɹaɪˈtɪɹ.i.ən/ | 標準 /标准, 尺度 |
| disprove 动词 | /dɪsˈpɹuv/ | 駁斥 /驳斥 |
| exertion 名词 | /ɪɡˈzɝʃən/ | 竭尽全力 |
| refute 动词 | /ɹɪˈfjuːt/ | 反駁 /反驳 |
| simplify 动词 | /ˈsɪmplɪfaɪ/ | 簡化 /简化 |
| listener 名词 | /ˈlɪs(ə)nɚ/ | 傾聽者 /倾听者, 聽者 /听者 |
| unreliable 形容词 | /ˌʌn.ɹəˈlaɪ.ə.bəl/ | 不可靠的 |
| factual 形容词 | /ˈfæk.tʃ(u)əl/ | 事實 /事实 |
视频中出现的短语动词
| 单词 | 释义 |
|---|---|
| go through 动词 | 通過 /通过 |
视频中的语法
说话人最常用的结构，并附上视频中的原话：
| 结构 | 视频中的用法 |
|---|---|
| 被动语态 be + 过去分词 — 强调发生了什么，而不是谁做的 | can be founded · is referred · can be seen |
| 现在完成时 have/has + 过去分词 — 过去发生但与现在仍有关联的事 | I've divided · have learnt · have provided |
| 定语从句 who / which + 从句 — 补充说明人或事物 | point, which is · approach which is · analysing which are |
需要注意的发音
说话人用了 10 次缩略和弱读形式，例如 I'll, I'm, I've。请按听到的简短形式来说。
- “sh” 和 “zh” 音: beneficial /ˌbɛn.ɪˈfɪʃ.əl/, exertion /ɪɡˈzɝʃən/, assumption /əˈsʌm(p).ʃ(ə)n/
- 长单词——注意重音位置: taxonomy /tækˈsɑnəmi/, beneficial /ˌbɛn.ɪˈfɪʃ.əl/, criterion /kɹaɪˈtɪɹ.i.ən/, criticality /ˈkɹɪtɪˌkælɪti/, dependable [dɪˈpɛndəbəɫ]
中文母语者容易读错的音：
- /v/ — 不要读成 /w/，上齿轻触下唇: evaluate /ɪˈvaljʊeɪt/, disprove /dɪsˈpɹuv/, passively /ˈpæs.ɪv.li/, preconceived /ˌpɹiːkənˈsiːvd/, relevancy /ˈɹɛlɪvənsi/
- 词尾辅音 — 要读清楚，后面不要加元音: evaluate /ɪˈvaljʊeɪt/, sponge /spʌnd͡ʒ/, absorb /æbˈsɔɹb/, pyramid /ˈpɪɹ.ə.mɪd/, premise /ˈpɹɛm.ɪs/
- /r/ 和 /l/ 的区别: criticality /ˈkɹɪtɪˌkælɪti/, originality /əˌɹɪd͡ʒɪˈnælɪti/, relevancy /ˈɹɛlɪvənsi/, truthful /ˈtɹuːθ.f(ə)l/, unreliable /ˌʌn.ɹəˈlaɪ.ə.bəl/
如何用这段视频练习
- 先完整听一遍视频，不要开口，记下不认识的单词。
- 用正常速度逐句跟读，每句重复到你的节奏与说话人一致为止。
- 录下自己的声音并与原声对比，特别注意 evaluate, taxonomy, sponge 这类单词。
什么是跟读法？
跟读法 (Shadowing) 是一种有科学依据的语言学习技巧，最初开发用于专业口译员的培训，并由多语言者Alexander Arguelles博士普及。这个方法简单而强大：您在听英语母语原声的同时立即大声重复——就像是一个延迟1-2秒紧跟说话者的影子。与被动听力或语法练习不同，跟读法强迫您的大脑和口腔肌肉同时处理并模仿真实的讲话模式。研究表明它能显着提高发音准确性，语调，节奏，连读，听力理解和口语流利度——使其成为雅思口语备考和真实英语交流最有效的方法之一。