Unit Five Angles on a pin 教学目的:以课文内容为纲,关键语汇为点带领学生了解文化背景知识,认 识课文逻辑顺序和结构安排: 通过讨论精彩段落写作的要素和手段,帮助学生掌握描写 该种情形的技巧,并能够进行相似主题的短文欣赏和写作 教学重点:识别关键语汇(形容词、名词和短语)以分析文章的逻辑结构及 其效果 分析活动场景写作中的行为动词、象声词、同义词、短句、 断句和比喻及其效果。 教学内容:以形象的方式结合课文内容发展顺序,带领学生了解我们平时遇 到的许多问题的答案都不是唯一的,看问题要从不同的角度出发 尽管这与我们现行的教育制度有些不合,但是相信这样更能够启迪 学生的智慧和创造力。 启发学生寻找关键语汇,总结全文整体的逻辑结构和各 个部分的行文安排以及由此达到的效果。 通过多种方式赏析精彩段落的修辞特点,帮助学生掌握活 动场景写作的要素和技巧。 教学方法:结合实际吸收多种教学法(讲授、问答、讨论、模仿、练习等)的 优点。 Unit Five Angles on a pin Background information I. Why is the parable entitled"Angels on a Pin"? Medieval scholastics were fond of debating such meaningless questions as"How any angels can dance on the point of a pin, ""Did Adam have a navel, "and"Do angels defecate. The emerging sciences replaced such scholarly debates with experimentation and appeals to observable fact Callandra seems to be suggesting that"exploring the deep inner logic of a subject in a pedantic way is similar to the empty arguments of scholasticism. He compares this to the new math, so much in the news in the 60s, which attempted to replace rote memorization of math with a deeper understand ing of the logic and principles of mathematics. and he seems to be deriding that effort too Il. What Is meant By Academic creativity? Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement Creative thinking and learning involve such abilities as evaluation(especially the ability to sense problems, inconsistencies, and missing elements); divergent production(e.g, fluency, flexibil ity, originality, and elaboration); and redefinition1 Unit Five Angles On a Pin 教学目的: 以课文内容为纲，关键语汇为点带领学生了解文化背景知识，认 识课文逻辑顺序和结构安排； 通过讨论精彩段落写作的要素和手段，帮助学生掌握描写 该种情形的技巧，并能够进行相似主题的短文欣赏和写作。 教学重点: 识别关键语汇（形容词、名词和短语）以分析文章的逻辑结构及 其效果； 分析活动场景写作中的行为动词、象声词、同义词、短句、 断句和比喻及其效果。 教学内容: 以形象的方式结合课文内容发展顺序，带领学生了解我们平时遇 到的许多问题的答案都不是唯一的，看问题要从不同的角度出发。 尽管这与我们现行的教育制度有些不合，但是相信这样更能够启迪 学生的智慧和创造力。 启发学生寻找关键语汇，总结全文整体的逻辑结构和各 个部分的行文安排以及由此达到的效果。 通过多种方式赏析精彩段落的修辞特点，帮助学生掌握活 动场景写作的要素和技巧。 教学方法: 结合实际吸收多种教学法（讲授、问答、讨论、模仿、练习等）的 优点。 Unit Five Angles On a Pin Background Information I. Why is the parable entitled “Angels on a Pin”? Medieval scholastics were fond of debating such meaningless questions as "How many angels can dance on the point of a pin," "Did Adam have a navel," and "Do angels defecate." The emerging sciences replaced such `scholarly' debates with experimentation and appeals to observable fact. Callandra seems to be suggesting that “exploring the deep inner logic of a subject in a pedantic way is similar to the empty arguments of scholasticism. He compares this to the ‘new math’, so much in the news in the 60s, which attempted to replace rote memorization of math with a deeper understanding of the logic and principles of mathematics, and he seems to be deriding that effort, too. II. What Is Meant By Academic Creativity? Academic creativity is a way of thinking about, learning, and producing information in school subjects such as science, mathematics, and history. Few experts agree on a precise definition, but when we say the word, everyone senses a similar feeling. When we are creative, we are aware of its special excitement. Creative thinking and learning involve such abilities as evaluation (especially the ability to sense problems, inconsistencies, and missing elements); divergent production (e.g., fluency, flexibility, originality, and elaboration); and redefinition