2019年第二届“外教社杯”北京高校学生跨学问能力大赛钱柜娱乐登录初赛通知(非英语专业适用)

发表时间:2019-05-06 17:06:03文章阅读数:

  

      为做好2019年第二届“外教社杯”北京高校学生跨学问能力大赛优秀选手的选送工作,钱柜娱乐登录公共英语教研室将于2018-2019学年春季学期举办2019年第二届“外教社杯”北京高校学生跨学问能力大赛钱柜娱乐登录初赛,具体安排如下:

 

      一、初赛形式

      1.学生自行组队参加,每组三人,指定一名组长,并邀请一位英语教师作为引导教师。

      2.每组选手根据自己经历过的、或发生在身边的跨学问交际事件,采用表演的形式讲述跨学问故事,主题可涉及多元学问生活、公共外交和商务沟通等方面;并针对所表演的故事进行跨学问交际案例分析,即在跨学问视角下发现问题和解决问题。

      3.每组将跨学问故事表演和案例分析拍摄成5分钟以内的视频,视频中所用语言应均为英文,脱稿。

 

      二、参赛对象

      钱柜娱乐登录全日制(非英语专业)学生均可报名。报名以参赛视频成功提交为准。

 

      三、比赛安排

      1.初赛:将所拍摄的视频以rmvb格式发送至邮箱bcujingsai@163.com,邮件名和文件命名请都遵照“2019跨学问+校区+学部+组长所在班级+组长学号+组长姓名+组长手机号码+引导教师姓名”的顺序。视频提交截止时间为2019年6月1日晚上9点

      2.复赛:初赛胜出的优秀选手将于2019年10月由北京高校大学英语教育发展中心、北京市高等教育学会大学英语研究会和上海外语教育出版社共同主办的第二届“外教社杯”北京高校学生跨学问能力大赛复赛

 

      四、评分原则

      比赛考察学生在多元学问环境中和跨学问语境下,分析问题和解决问题的能力。评分主要依据以下三个维度和五个视角:

      1. 三个维度

      1) 内容维度,学生是否能掌握跨学问交际的基础常识。是否能准确把握不同的角色,清楚地梳理出不同案例中所涉及到的跨学问常识和概念,发现案例中跨学问冲突、误解和问题的根源,抓住分析问题的切入点;

      2) 效用维度,即解决问题的视角和方法。涉及常识层面和技术层面。常识层面包括背景分析和成因分析等;技术层面包括如何运用跨学问思维提出解决问题的方案,提出的方案及实施步骤是否有效;

      3) 呈现维度,即综合素质展现,现场演示与口才、感染力、临场应变能力等。

      2. 五个视角

      1) 是否具有跨学问意识和敏感性;

      2) 是否具有跨学问情感与态度;

      3) 是否掌握并运用了跨学问基本理论和视角;

      4) 是否具有跨学问交际能力;

      5) 是否具有创新能力(加分项)。

 

参考案例 

Miss Ann Smith is from U.K. and she is   teaching English in a university in Shanghai. She said the first class was a   disaster to her. Ann first gave a brief self introduction, and then she asked   the students to raise questions. “Any questions will do”, she said. However,   the questions raised by students made her feel embarrassed and confused. She   recalled: “ I have never been asked in this way, and I don’t know how to   answer them”.

(1)

Student A: How old are you, Miss Ann?

Ann Smith: Well, about that.

Student A: Oh, about what?

(2)

Student B: Teacher Ann, how many children do you have?

Ann Smith: I’m not married actually.

Student B: I’m sorry.

Ann Smith: Sorry for what?

(3)

Student C: Ann Laoshi, I've heard that foreign teachers all have a high   salary.

How much do you earn in China?

Ann Smith: Well, I am not quite clear. Maybe we get paid more than Chinese   teachers.

(4)

       Student D: Miss Smith, do you like travel? Have you ever visited Jianyin? That is   my home

town.

       Ann Smith: No. I don't think I've ever heard of that place. Is it near here?

       Student D: Not very far from here. You should go and visit it this summer   vacation and I can

be your tour guide. It’s really   a nice place.

       Ann Smith: Well, thank you. I’ve got my plan for touring in China already.

(5)

       Student E:  Miss Ann, are you ill ? You   look so pale.

       Ann Smith: No, may be yesterday evening I slept too late and this morning when I   got up,I had a slight headache. Now I’m OK.

       Student E: Oh I’m sorry to hear that. You shouldn’t sleep too late because it’s   not good for your health. And you’d better go to see the doctor after the class.

Ann Smith: Err... (The student gave the   advice with a good intention, while Ann felt very uncomfortable. She just   frowned and didn’t know how to response.)

Questions

1. Why did Ann Smith feel uncomfortable towards students’ questions and advice? Are these questions and advice acceptable? Why?

2. What do you think of students’ way of addressing Ann? Are they acceptable ? Why?

3. What is the barrier leading to the failure in the communication between Ann and the students? What cultural values do you think are reflected in the conversations? How to speak inter-culturally in the context of globalization?

 

钱柜娱乐登录公共英语教研室

2019年5月

 

 

   

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