16ylh

The main purpose of this class is to discuss two topics based on reflecting on the achievements of previous tasks. Yes, we need to start discussing.

These two topics are:

TOPIC 1：Independent Originality

TOPIC 2：Critical Creativity

Do you remember the objectivity of the description we mentioned in the previous lesson? If you have seriously considered this issue, it will be very helpful for today's teaching content.

In the last task feedback, classmate a mentioned that "things are objective, but people tend to add their subjective emotions when facing something." Student b believes that "describing things objectively as much as possible means being fair and not influenced by personal thoughts." Student c also emphasized that "it is not whose viewpoint can persuade who, but whose viewpoint can better reflect the true nature of things. These are objective descriptions of several central contents from the previous task; We have found that these three viewpoints are more or less representative.

Since we have reached the stage of 'discussion', we inevitably need to involve 'viewpoints'; And since we need to discuss it, it will definitely involve the process of "discussion".

1. Independent Originality

The rigor we discussed in the previous lesson is an academic attitude that should be possessed in the teaching process of the EAP course, and is also one of the goals pursued and committed to by the course. For example, does this attitude refer to "the ability of something to limit someone 's freedom very much", "the quality of being possible to change or permit" (c.f. "the quality of being stiff, fixed, or possible to bond"), or "the quality of being carefree and accurate". If we carefully investigate, compare, and extract the original information after induction and abstraction, and combine it with our own understanding to form new understandings and insights, then we can truly understand whether the rigor we are talking about is rigidity, strictness, or precision (precision). This is also one of the important significance of the learning process in this lesson.

At the beginning of the above process, it must be an individual independent behavior, even if this lesson involves "discussion". Before that, each member of the discussion must also communicate with others with their personal achievements. Originality can sometimes be a collective achievement, but it must be built on the efforts (or contributions) of individual members. Therefore, independent perspectives are innate and necessary for originality, and originality is also a necessary path for individual or team viewpoint verification in the future - only you or your team know how your proposition is "confirmed" or "falsified". Otherwise, how can we persuade others in the discussion?

2. Critical innovation

In this way, we can also review the tasks we have done and always learn knowledge from reflection. Criticism is not a derogatory term that we usually understand, nor is it entirely "criticism" (giving criticism to others?). In the academic context, it is mostly a neutral term, and in this lesson, I believe it is a commendatory term. Criticizing one's own or others' viewpoints, criticizing existing consensus, and of course, providing sufficient evidence is an important way to create new knowledge and perspectives.

Take the tasks we have done for example, for example, to learn English, it is inevitable to put in effort and pay attention to the gains during the task process, rather than completing the task itself as soon as possible. Translation itself is not about expressing two languages in different ways. The selection and extraction of information during the translation process, as well as the induction and abstraction of language content, are the manifestations of the rigor of learning itself. If you want to criticize yourself for any gains in the previous task, just ask yourself: Is my task result completely original? Or do you just find Baidu Translator and copy and paste it directly?

In fact, we can still do better. In the process of criticizing ourselves for completing tasks, we have formed a personal perspective: how to learn is the most conducive to the improvement of our true language, and is the real gain. Some have completed the task in form, but in reality, they only completed the "teacher's" task; After this discussion, such criticism and reflection can also help us continuously improve ourselves and go further.

So we mentioned more elements, such as "basis", "source", etc. The 'basis' is related to evidence, making our viewpoint more solid, while the' source 'is related to information, allowing us to trace back to which other factors have influenced our own judgment. Simply put, at the current stage, as long as we can clearly explain where the information (data) comes from, who the author is, when it was obtained, or when it was created, it is enough. Perhaps specific formats may need to be used in the future to represent this source, but in today's discussion, it is already "more than enough".