1、論一堂課的五個(gè)境界中國外語教育研究中心2011.71講課提綱第一部分：我對英語教學(xué)的 反思第二部分：論一堂課的五個(gè) 境界2一、對英語教學(xué)的反思1. 教師應(yīng)有五條宏觀原則： 第一，相信一切正常人都能學(xué)會第二語言。 第二，自己的英語水平要高。 第三，盡量擴(kuò)大自己的知識面。 第四，懂點(diǎn)語言學(xué)和應(yīng)用語言學(xué)的知識。 第五，搞一點(diǎn)科研活動(dòng)，經(jīng)常反思自己的工 作，不斷改進(jìn)教學(xué)。3一、對英語教學(xué)的反思2. 外語老師的幾條戰(zhàn)略性經(jīng)驗(yàn)： 第一，熱愛學(xué)生，為學(xué)習(xí)創(chuàng)造融洽氣氛。 第二，充分備課，多備少講，厚積薄發(fā)。 第三，讓課堂充滿信息、知識、智慧。 第四，邊教語言，邊教學(xué)習(xí)態(tài)度、策略和 方法。 第五，布置并批改一定

2、的筆頭作業(yè)。4一、對英語教學(xué)的反思3. 正確處理七種關(guān)系： 第一, 聽說讀寫一起培養(yǎng)，不能截然分開。 第二，語言知識是語言能力的基礎(chǔ)；語言 是培養(yǎng)目標(biāo)。 第三，注意語言知識與百科知識的關(guān)系。 第四，正確處理教材與教法的關(guān)系。 第五，正確處理教學(xué)與考試的關(guān)系。5一、對英語教學(xué)的反思 第六，正確處理準(zhǔn)確與流利的關(guān)系。 第七，正確處理母語文化與目的語文化 的關(guān)系。6二、一堂課的五個(gè)境界一堂課的五個(gè)境界7二、一堂課的五個(gè)境界1、起碼要充滿信息(information);2、盡量讓信息都是事實(shí)(facts); 3、最好把事實(shí)放在一個(gè)系統(tǒng)中成為一門知識(knowledge)；4、更理想的層次是讓知識充滿智

3、慧(wisdom); 5、最理想的境界是把智慧上升到哲學(xué)（philosophy)。 8二、一堂課的五個(gè)境界第一，每堂課都應(yīng)充滿有用信息。不是八卦信息。 有的老師上課，前20-30分鐘是聊天、胡扯。這些人的課上，信息量很小，他們在浪費(fèi)學(xué)生的時(shí)間，等于殺生 。他們是學(xué)術(shù)混混，遲早學(xué)生會認(rèn)識到他們是盜竊別人生命的罪犯。 9二、一堂課的五個(gè)境界獅子是群居動(dòng)物，一個(gè)獅群有一倆只雄獅和5-6只雌獅，和他們的孩子。大獅群能達(dá)30只。雄獅到兩歲多，就被趕出獅群，雌獅留在家中。獅子到三歲性成熟，壽命達(dá)8-9年。雄獅7-8歲時(shí)，其他雄獅會來進(jìn)犯，把獅王趕走，把小獅子統(tǒng)統(tǒng)咬死。因?yàn)椴灰佬—{子，雌獅不交配。這看來很

4、殘酷的事，但對種族繁衍是有利的，既改良了基因，又避免近親繁殖。10二、一堂課的五個(gè)境界Let me show you some data on one special group, namely, top scientists. In 1998, Larson and Witham polled the cream of American scientists, and among this select group, belief in a personal God dropped to seven percent. 80% of them could fairly be called at

5、heists無神論者. Among biological scientists, the figures are even lower, 5.5 percent only, believe in God. 11二、一堂課的五個(gè)境界So, weve reached a truly remarkable situation, a serious mismatch between the American intelligentsia知識界 and the American electorate選民. A philosophical opinion about the nature of the u

6、niverse, which is held by the vast majority of top American scientists and probably the majority of the intelligentsia generally, is so abhorrent 可惡to the American electorate that no candidate for popular election dare affirm it in public. 12二、一堂課的五個(gè)境界If Im right, this means that high office in the

7、greatest country in the world is barred阻擋 to the very people best qualified to hold it, the intelligentsia, unless they are prepared to lie about their beliefs. To put it bluntly, American political opportunities are heavily loaded against those who are simultaneously intelligent and honest. 13二、一堂課

8、的五個(gè)境界（2）第二、課上提供的信息應(yīng)當(dāng)是可靠的。常言道，“眼見為實(shí)”。但我們課上講的東西不可能都是我們見過的。再者，這個(gè)說法并不科學(xué)：世界上有許多東西我們是看不見的。不過，我們可盡量采用來源可靠的信息，如來自正規(guī)出版社、正規(guī)媒體、特別是科學(xué)家的研究成果。 14二、一堂課的五個(gè)境界（2）嬰兒早期學(xué)習(xí)：Not long ago, many people believed that babies only wanted food and to be kept warm and dry. Some people thought babies were not able to learn things

9、 until they were five or six months old. Yet doctors in the United States say babies begin learning on their first day of life. Research scientists at one Institute note that babies are strongly influenced by their environment. 15二、一堂課的五個(gè)境界（2）They say a baby will smile if her mother does something t

10、he baby likes. A baby learns to get the best care possible by smiling to please her mother or other caregivers. This is how babies learn to connect and communicate with other people.16二、一堂課的五個(gè)境界（2）The American researchers say this ability to learn exists in a baby even before birth. They say newborn

11、 babies can recognize and understand sounds they heard while they were still developing inside their mothers. Last year, a study from the Netherlands found evidence that unborn babies can remember sounds. 17二、一堂課的五個(gè)境界（2）Dutch researchers studied almost one hundred pregnant women. They played sounds

12、to the fetus and watched its movements with ultrasound equipment. They found that by thirty weeks of development the fetus could remember a sound for ten minutes. By the thirty-fourth week, it could remember the sound for four weeks.18二、一堂課的五個(gè)境界（2）環(huán)境対幼兒的影響：Many experts say the first years of a child

13、s life are important for all later development. An American study shows how mothers can strongly influence social development and language skills in their children.The study involved more than 1200 mothers and children. Researchers studied the children from the age of one month to three years. They

14、observed the mothers playing with their children four times during this period.19二、一堂課的五個(gè)境界（2）The children of depressed women did not do as well on tests as the children of women who did not suffer from depression. The children of depressed women did poorly on tests of language skills and understand

15、ing what they heard.These children also were less cooperative and had more problems dealing with other people. 20二、一堂課的五個(gè)境界（3）第三層次：知識 把事實(shí)放在一個(gè)框架里，用一種理論串起來，把零散的事實(shí)組成體系，就成了知識。 能上升到這個(gè)層次的老師就算合格了。我這里要強(qiáng)調(diào)的是：外語老師要學(xué)會用無懈可擊的外語能力和豐富的百科知識去征服學(xué)生。 而百科知識不是我們的長處。21二、一堂課的五個(gè)境界（3）少教那些貓叫狗跳式的英語，少教那些小兒科英語: This is a pen. Thi

16、s is a book. The dog is chasing the cat; the cat is fighting back. The elephant is dancing on the table.都把孩子教傻了。The texts must be intellectually changing.Otherwise the students will feel that they are intellectually underfed. (智力饑餓）22二、一堂課的五個(gè)境界（3）語言是文化的載體；沒有文化是學(xué)不會語言的。每一種語言中都沉淀著許多社會、文化知識。一個(gè)唱紅臉，一個(gè)唱白臉，

17、臨時(shí)抱佛腳等里面都有文化。滕王閣序，我讀了半天，似懂非懂。其中一句寫道：“一言均賦，四韻俱成，請灑潘江，各傾陸海方爾”。要想讀懂這幾句，先要懂何為“陸海潘江”。陸是晉代文學(xué)家陸機(jī)；潘是晉代文學(xué)家潘岳。晉代謝混評論二人詩歌時(shí)寫道： “潘詩爛若舒，無處不佳；陸文如披沙簡金；23二、一堂課的五個(gè)境界（3）往往見寶。” 后來南朝文學(xué)批評家鐘嶸評論陸潘二人時(shí)，先引用了謝混的話，然后評說：“益壽輕華，故以潘為勝；翰林篤論，故嘆陸為深。余常言陸才如海，潘才如江。” 英語中的典故又何嘗不是如此。比如我們談到He is as money-minded as Shylock(他像夏洛克一樣掉到錢眼里了) 。我們需

18、要知道莎士比亞的名劇威尼斯商人里的夏洛克24二、一堂課的五個(gè)境界（3）這個(gè)人物， 此人心狠手辣，他放高利貸給別人，別人無力償還時(shí)，堅(jiān)持要從人家身上割下一磅肉。如果讀到He decided to carry on this plan in spite of what Mrs. Grundy will say(他不管別人會怎么議論，決意按自己的計(jì)劃行事)，就要知道葛蘭太太是英國作者托馬斯莫頓于1798年寫的加快犁地喜劇中的一個(gè)根本不出場的人物。她有著嚴(yán)格的道德和社會行為觀念，并且因?yàn)樵噲D讓別人 25二、一堂課的五個(gè)境界（3）守規(guī)守矩，而招人討厭。偉大的劇作家和詩人莎士比亞的語言豐富廣博、生動(dòng)優(yōu)美，

19、許多晶瑩如玉的佳句已經(jīng)成為英語里的固定說法。例如：Someones pound of flesh指夏洛克堅(jiān)持要索取的那一磅人肉，現(xiàn)在用來表達(dá)“合法但不合情理的要求；無情的索債”之意。再如，an old head on young shoulders 出自威尼斯商人：I never knew so young a boy with so old a head（蓋如此少年老成之士，實(shí)鄙人生平所僅見也朱生豪） 26二、一堂課的五個(gè)境界（3） the way in which they recruit and train children to carry out suiside attacks. I

20、ts a five- step process. Step one is that the Taliban prey 獵殺 on families that are are poor living in rural areas. They separate the parents from the children promising to provide them food, clothing,and shelter. Then they ship them off, hundreds of miles away to hard-line schools. -Sharmeen Obaid-C

21、hinoy 27二、一堂課的五個(gè)境界（3）Step two: They teach the children the Koran, which is Islams holiest book, in Arabic, a language these children do not understand and cannot speak. They rely very heavily on teachers who I have personally seen distort the message to these children as and when it suits their purp

22、ose to. These children are explicitly forbidden from reading news-papers, listening to radio, reading any books that the teachers do not prescribe them. 28二、一堂課的五個(gè)境界（3）If any child is found violating these rules, he is severely reprimanded. Effectively, the Taliban create a complete blackout of any

23、other source of information for these children. Step three: The Taliban want these children to hate the world that they currently live in. So they beat these children. I have seen it. They feed them twice a day dried bread and water. They rarely allow them to play games. They tell them that, for eig

24、ht hours 29二、一堂課的五個(gè)境界（3） at a time, all they have to do is read the Koran. The children are virtual prisoners. They cannot leave; they cannot go home. Their parents are so poor that they have no resources to get them back. Step four: The older members of the Taliban, the fighters, start talking to t

25、he younger boys about the glories of martyrdom. They talk to them about how, when they die, 30二、一堂課的五個(gè)境界（3）they will be received up with lakes of honey and milk, how there will be 72 virgins waiting for them in paradise, how there will be unlimited food and how this glory is going to propel them to

26、become heroes in their neighborhoods. Effectively, this is the brainwashing process that has begun.Step five: I believe the Taliban have one of the most effective means of propaganda. 31二、一堂課的五個(gè)境界（3）Their videos are intercut with photographs of men and women and children dying in Iraq and Afghanista

27、n and in Pakistan. And the basic message is that the Western powers do not care about civilian deaths, so those people who support governments that work with Western powers are fair game. Now these children are to become suicide bombers. Theyre ready to go out and fight because theyve been told that

28、 this is32二、一堂課的五個(gè)境界（3）effectively their only way to glorify Islam. George Wells: 基因和遺傳的故事： Now, a quick introduction to DNA. It is a very long, linear molecule（線性分子）, a coded version of how to make another copy of you.克隆你 Its your blueprint. Its composed of four subunits: A, C, G and T. And its the

29、 sequence of those subunits that defines that blueprint. How long is it? Well, its billions of these subunits in length. 33二、一堂課的五個(gè)境界（3） And the whole thing, if you add it all together, is over six billion nucleotides （核苷酸）long. If you take all the DNA out of one cell in your body and stretch it end

30、 to end, its around two meters long. If you take all the DNA out of every cell in your body and you stretch it end to end, it would reach from here to the moon and back, thousands of times. Its a lot of information.34二、一堂課的五個(gè)境界（3） And so when youre copying this DNA molecule分子 to pass it on, its a pr

31、etty tough job. Imagine the longest book you can think of, War and Peace. Now multiply it by 100. And imagine copying that by hand. And youre working away until late at night, and youre very careful, but occasionally, youre going to make a little spelling mistake，substituting an I for an E, or a C f

32、or a T. 35二、一堂課的五個(gè)境界（3） The same thing happens to our DNA as its being passed on through the generations. It doesnt happen very often. We have a proofreading mechanism built in. But when it does happen and these changes get transmitted down through the generations, they become markers of descent血統(tǒng).

33、If you share a marker with someone, it means you share an ancestor at some point in the past. 36二、一堂課的五個(gè)境界（3） The person who first had that change in their DNA. And its by looking at the pattern of genetic variation, the pattern of these markers in people all over the world, and assessing the relati

34、ve ages when they occurred throughout our history, that weve been able to construct a family tree for everybody alive today. 37二、一堂課的五個(gè)境界（3）全球化與文化：全球化使“文化”的含義發(fā)生了巨大的變化，因?yàn)椤拔幕币恢币詠矶际桥c一個(gè)固定的地方性的概念結(jié)合在一起的。有不同的文化，每一種文化通常含蓄地將意義建構(gòu)與特殊性和地點(diǎn)連接了起來。 因而，以往的世界劃分為不同的文化（文明），而且由于不均衡而有“中心”和“邊緣”的區(qū)別，當(dāng)然這種區(qū)別在歷史上是“流動(dòng)”的?，F(xiàn)在，全球化

35、進(jìn)程打破了文化在地域上的界限，為它們在相互交往中形成新型的多樣性關(guān)系創(chuàng)造了條38二、一堂課的五個(gè)境界（3）件：“全球性恢復(fù)了文化的無邊界性并且促進(jìn)了文化表達(dá)方式的無限可更新性和無限多樣性，而不是促進(jìn)了同質(zhì)化或雜交化”。在某種意義上說，全球化的文化多樣性具有“透視主義”的特征。在全球化的背景之下，各個(gè)民族文化超越了狹隘的地域性限制和自我中心主義，通過相互之間的碰撞、交往、交流、融匯，形成了新型的多樣性文化。 39二、一堂課的五個(gè)境界（3）每一種文化都將意識到，它眼中的世界并不是世界的全部，甚至不是世界的一部分，而是從它的視界所看到的世界，從另一個(gè)文化的立場看世界，會產(chǎn)生不同的結(jié)果。即使把通過所有

36、文化的立場所見之世界的“碎片”綜合拼裝成一個(gè)整體，也不可能形成完整統(tǒng)一的世界形象，因?yàn)楦鱾€(gè)文化的世界觀不僅是透視性的，而且是開放的，由此而形成無限的文化多樣性。 40二、一堂課的五個(gè)境界（4）第四，如果外語老師能再上一個(gè)臺階，就更好了。那就是讓課堂充滿智慧。 法國哲學(xué)家帕斯卡說過：“智慧勝于知識?！?Witty remarks: In newspapers nothing is true except the names; in fiction everything is true except the names.A: Why is it that time flies?B: Because

37、 everybody wants to kill it. 41二、一堂課的五個(gè)境界（4）Success has many fathers; failure is an orphan. (爭功者多；擔(dān)過者少）Truth is stranger than lies.(謊言多了，真話倒奇怪） You can fool all people some of the time; you can fool some people all the time; but you cant fool all people all the time. 你可以暫時(shí)欺騙所有人；你可以永久欺騙一部分人；但你不能永遠(yuǎn)欺騙所

38、有人。 42二、一堂課的五個(gè)境界（4）培根說 “Education is what remains after one has forgotten what one has learned in school.”愛因斯坦說：Everything that can be counted does not necessarily count; everything that counts cannot necessarily be counted.康德說：Morality is not the doctrine of how we may make ourselves happy, but how

39、 we may make ourselves worthy of happiness.43二、一堂課的五個(gè)境界（4）A nation reveals itself not only by the men it produces, but also by the men it honors, the men it remembers.To err is human; to forgive is divine.(犯錯(cuò)乃人性；寬容則神性）Grammar must be learned through language, and not language through grammar.Success

40、 does not consist in never making mistakes but in never making the same one a second time.44二、一堂課的五個(gè)境界（4）笛卡爾說：The reading of all good books is like a conversation with the finest minds of past centuries.愛因斯坦說：Only one who devotes himself to a cause with his whole strength and soul can be a true mast

41、er. For this reason mastery demands all of a person.愛迪生說過：“智慧的可靠標(biāo)志就是能夠在平凡中發(fā)現(xiàn)奇跡。”45二、一堂課的五個(gè)境界（4） 19世紀(jì)丹麥歷史語言學(xué)家卡爾維爾納發(fā)現(xiàn)音變的定律就是智慧的火花。古代希臘語、拉丁語、哥特語、高地德語的音變中出現(xiàn)了極不規(guī)則現(xiàn)象。有人認(rèn)為其中必有原因。一天，維爾納突然注意到梵語的“父親”和“兄弟”上的重音符號，一個(gè)在t之前，一個(gè)在t之后。他立刻發(fā)現(xiàn)，這一前一后就是引起音變差異的根本原因。結(jié)果他總結(jié)出了一個(gè)干干凈凈的規(guī)律：每當(dāng)重音落在詞根音節(jié)上，印歐語的p,t,k,就變成日耳曼語的f,x; 每當(dāng)重音落到其他

42、音節(jié)上，它們在日耳曼語種就變成b,d,g。這就是赫赫有名的“維爾納定律” 。46二、一堂課的五個(gè)境界（4）牛頓見到蘋果向下掉，于是發(fā)問 “為什么蘋果從樹上落到地面？為什么它不斜著下落或飛到天上？” 于是開始了萬有引力的研究。這就是智慧。如果知識講的是定律、原理、學(xué)說等，智慧則告訴我們這些原理、定律是在何種情況下發(fā)現(xiàn)的， 如何提出的。 47二、一堂課的五個(gè)境界（4）喬姆斯基發(fā)現(xiàn)，John is easy to please(約翰很容易被討好) 和 John is eager to please（約翰隨時(shí)都想討好別人）結(jié)構(gòu)完全相同，為什么差別那么大呢？是誰規(guī)定形容詞變化使主語和賓語的關(guān)系發(fā)生那么大

43、變化？小孩子又是如何知道的？是否有些語言知識是與生俱來的？據(jù)此，喬姆斯基提出句子的深層結(jié)構(gòu)和表層結(jié)構(gòu)，語言天賦理論。 48二、一堂課的五個(gè)境界（4）再如：比較這兩句話： John drove down the street in a car. John drove down the street in New York. 問題是， in a car 和 in New York的結(jié)構(gòu)完全一樣，為什么從第一句中我們知道 in a car 修飾約翰；而第二句里 in New York 修飾街道。誰告訴我們的？誰教給孩子的？能提出這樣的問題，就是有智慧。49二、一堂課的五個(gè)境界（4）人生智慧：“人生追

44、求的最終極目標(biāo)是智慧，因?yàn)橹挥兄腔鄄耪嬲来共恍?。人生智慧有三：?jiān)定地信仰真；頑強(qiáng)地求知善；敦厚地仁愛美。”-黎明 問人性上海三聯(lián)書店 2011.4 What can be counted does not necessarily count.50二、一堂課的五個(gè)境界（4）What will matter is not what you bought, but what you built; not what you got, but what you gave.What will matter is not your success, but your significance.What w

45、ill matter is not what you learned, but what you taught.What will matter is every act of integrity, compassion, courage and sacrifice that enriched, empowered or encouraged others to emulate your example.51二、一堂課的五個(gè)境界（4）What will matter is not your competence, but your character.What will matter is n

46、ot how many people you knew, but how many will feel a lasting loss when youre gone.What will matter is not your memories, but the memories of those who loved you.What will matter is how long you will be remembered, by whom and for what.52二、一堂課的五個(gè)境界（4）Living a life that matters doesnt happen by accid

47、ent.Its not a matter of circumstance but of choice.Choose to live a life that matters. It is a strange desire, to seek power, and to lose liberty; or to seek power over others, and to lose power over a mans self.53二、一堂課的五個(gè)境界（4）Alain de Botton 論成功：Our ideas of what a successful life is, are not our o

48、wn. They are sucked in from other people. Chiefly, if youre a man, your father. And if youre a woman, your mother. We also suck in messages from everything on the television. These are hugely powerful forces that define what we want, and how we view ourselves. 54二、一堂課的五個(gè)境界（4）So what I want to argue

49、for, is not that we should give up on our ideas of success. But we should make sure that they are our own.We should focus in on our ideas. And make sure that we own them, that we are truly the authors of our own ambitions. Because its bad enough, not getting what you want. But its even worse to have

50、 an idea of what it is you want, and find out at the end of a journey, that it isnt, in fact, what you wanted all along. 55二、一堂課的五個(gè)境界（5）第五，最理想的境界是讓課堂充滿哲學(xué)。哲學(xué)才是大智慧。哲學(xué)最關(guān)心的有三個(gè)問題：本體論、認(rèn)識論、方法論。本體論關(guān)心到底存在什么：是物質(zhì)（肉體）還是意識（靈魂）。一元論承認(rèn)只存在其中之一，二元論承認(rèn)二者都存在;多元論承認(rèn)多種存在。56二、一堂課的五個(gè)境界（5）當(dāng)代哲學(xué)家卡爾波普爾則認(rèn)為有三種存在，他稱三個(gè)世界：物質(zhì)的，心理的，心靈產(chǎn)

51、物的世界（包括語言；傳說、故事與宗教神話；科學(xué)猜想或理論以及數(shù)學(xué)建構(gòu)；歌曲和交響樂；繪畫和雕塑等）。57二、一堂課的五個(gè)境界（5）認(rèn)識論問：How do we know what we know?第一，世界可知不可知？第二，我們?nèi)绾握J(rèn)識世界？是認(rèn)為知識來自后天的感官經(jīng)驗(yàn)，還是通過先天的理性思維獲得正確知識，即經(jīng)驗(yàn)論與理性論的區(qū)別。 一個(gè)是白板說；一個(gè)先天論。心理學(xué)上的行為主義相信白板說；心靈主義和唯理主義偏向先天論。58二、一堂課的五個(gè)境界（5）方法論常說只有歸納法(induction)和演繹法(deduction)，其實(shí)還有證實(shí)(verification )與證偽 (falsificatio

52、n)。 乍一看，這番話離我們甚遠(yuǎn)。其實(shí)不然。我們生活中，無時(shí)無刻不在與本體論、認(rèn)識論、方法論打交道。評論任何一個(gè)流派或人都可以問其本體論、認(rèn)識論、方法論各是什么，就一清二楚了。 59二、一堂課的五個(gè)境界（5）本體論：語言是物質(zhì)的還是精神的？語言（不包括文字）看不見，但存在于每人大腦之中。它獨(dú)立于個(gè)人，個(gè)人不可創(chuàng)造它，也不能改變它。它很像一種社會契約，有極大強(qiáng)迫性，但你不覺得被控制了。它算是存在嗎？心理學(xué)家德克海姆說這屬于“社會事實(shí)”?！吧鐣聦?shí)”就是社會規(guī)范，看不見摸不著，存在于集體心智之中，但有強(qiáng)大的約束力。 60二、一堂課的五個(gè)境界（5）認(rèn)識論：笛卡爾說：The two operation

53、s of our understanding, intuition and deduction, on which alone we have said we must rely in the acquisition of knowledge.康德說：All our knowledge begins with the senses, proceeds then to the understanding, and ends with reason. There is nothing higher than reason.61二、一堂課的五個(gè)境界（5）認(rèn)識論：如果認(rèn)為我們生來是一張白紙，我們的語言

54、就是靠“刺激-反應(yīng)-強(qiáng)化”學(xué)習(xí)來的。反過來，也可以認(rèn)為我們的語言是與生俱來的，生來我們具有語言習(xí)得機(jī)制，只要一接觸語言，便能學(xué)會。62二、一堂課的五個(gè)境界（5）方法論： 如何研究語言？研究對象是什么？每個(gè)人說的話？還是語言系統(tǒng)？是音？就說音，有物理特征，又有生理特征和心理特征（語義）。如何從具體中抽象出規(guī)律。心理派則認(rèn)為，要從研究大腦初始狀態(tài)下手，生來大腦具備什么規(guī)則、表達(dá)式、參數(shù)等。 是從可觀察數(shù)據(jù)出發(fā)，還是從規(guī)則、原則出發(fā)，就是兩點(diǎn)流派。63二、一堂課的五個(gè)境界（5）方法論：常有老師寫到，“我教英語40年了，口語就應(yīng)該這么教。我的學(xué)生某某給中央領(lǐng)導(dǎo)當(dāng)翻譯，某某。”這就是典型的瘸腿的實(shí)證主義

55、。你把教齡說得越長，分母越大，成功學(xué)習(xí)者比率就越小。 你看到1000只天鵝是白的，不能說世界上的天鵝都是白的；你看到一只天鵝是黑花白花的，你可以宣布世界上的天鵝不全是白的。 64二、一堂課的五個(gè)境界（5）因此，愛因斯坦說：No amount of experimen-tation can ever prove me right; a single experiment can prove me wrong.他還說：The grand aim of all science is to cover the greatest number of empirical facts by logical

56、deduction from the smallest number of hypotheses or axioms.65二、一堂課的五個(gè)境界（5）語言哲學(xué)家史蒂文平克解釋了幾種與格現(xiàn)象?？梢杂媒樵~與格(Give a muffin to a mouse)，也可以用雙賓語與格(Give a mouse a muffin)?？梢哉fBiff drove the car to Chicago, 但不說Biff drove Chicago the car. ?？梢哉f, Sal gave Jason a headache, 但不可說 Sal gave a headache to Jason.。平克說，把人

57、的認(rèn)知放在顯微鏡下看，這兩種結(jié)構(gòu)確有微妙不同。Give the X66二、一堂課的五個(gè)境界（5）to the Y“ 背后的思維是 “Cause X to go to Y.”（讓X到Y(jié)那里去）；而“Give the Y the X” 的背后想法是“Cause Y to have X.”（讓Y擁有X）。細(xì)想一下還真有道理：“給（讓）誰頭痛” 不是把自己的頭痛移到別人身上，而是讓他擁有頭痛。開車的例子也是如此。再舉一例。我們對一個(gè)詞的內(nèi)涵、外延、寬泛意義和狹窄意義，一瞬間能做到多次調(diào)整。 67二、一堂課的五個(gè)境界（5）威爾森和斯泊波分析過bank一詞：對話：A: Did John pay back

58、the money he owed you? B: No. He forgot to go to the bank.中，the bank有多種意義，此處不指河邊，是指金融機(jī)構(gòu)。它不可能指世界銀行或歐洲投資銀行，一定是指處理個(gè)人業(yè)務(wù)的銀行。進(jìn)一步說，它可以是銀行柜臺，也可能是自動(dòng)取款機(jī)。眨眼之間，大腦要對一個(gè)詞的意義處理多少次，才能使其最相關(guān)。那為什么講話人不說清楚呢？說話人遵循經(jīng)濟(jì)原則：最省力，還最相關(guān)。 68二、一堂課的五個(gè)境界（5）再如，什么是意義？有人說所指就是意義。那么，沒有所指的詞有意義嗎？有人說真實(shí)就是意義。但有許多話是不真實(shí)的， 如“太陽從東方升起”，“西方的太陽就要落山了”。詞

59、和字的意義確定嗎？何謂“大”？何謂“小”？“一條大狗” 和 “一頭小象” 誰大？是形容詞修飾名詞還是名詞修飾動(dòng)詞？“天太熱了”是多少度？“湯太熱了”是多少度？69二、一堂課的五個(gè)境界（5）區(qū)分類別和實(shí)例（type and token）。The dog is chasing the cat. 赫魯曉夫：你們國家有多少錢？周總理： 18塊8毛8分。（1+2+5+10=18元）（5毛+2毛+1毛+8毛）（1分+2分+5分=8）赫魯曉夫：你們國家有多少廁所？周總理： 兩個(gè)：一個(gè)男廁所，一個(gè)女廁所?！袄罹賮砹?。” 對小偷是類別，對警察是真人70二、一堂課的五個(gè)境界（5）我們說話是直截了當(dāng)還是拐彎抹角？

60、 A: Could you tell me the way to the zoo? B: *Yes, I could. Bye-bye. X: Whats the time? Y: The milkman has come.我們經(jīng)常說謊話、廢話，但交流不受影響。 “王鐵人”，“鐵娘子”，She is a fox. He is a machine. Girls are girls; boys are boys. “北大就是北大”，“北外就是北外。71二、一堂課的五個(gè)境界（5）語言可以把主語擬人化： The pole threw its shadow on the wall. The cold w