Қазақстан республикасы бiлiм және ғылым министрлiгi
жүктеу/скачать 5.79 Mb. Pdf көрінісі
|
| № 3 (106) 2015
13 perceptions, assumptions, prejudices and values, as well as help them to get rid of old habits, create a new point of view. This will require effort, but the students like to reveal themselves, learning the language. With our senses we hear, see, and feel the taste and smell. This process happens so spontaneously that we tend to think of our perception as a passive process. However, the perception is active rather than passive. It allows us to build, interpret and draw conclusions about the information we have received, not simply recorded as “reality.” Perception is the process of nominating conclusions. Through the conclusion, we put forward our own interpretation of reality. However, our interpretation of reality can be distorted by our past experience, education, cultural values. In order to help students learn their own perception, and be able to distinguish them from other people, foreign language teachers can use optical illusions in the classroom. This kind of work will help students understand that images can be perceived in different ways, not only in the foreign language lessons, as well as in real life. Students will enjoy this lesson, and they will have the opportunity to discuss what they saw, learn new words and train in the use of the present progressive time [3, 7]. Assumptions - is the idea that the speaker or writer take for granted, like axioms in mathematics. Ideas that need to be considered are assumed to be true, so it is possible to argue that would be perfectly logical. However, if the source data is incorrect, then the result will be incorrect. Focusing on critical thinking, the teacher can help students identify their assumptions, to consider whether their assumptions are justified, and to understand how they form the point of view of students. Since the association of personal and col- lective interest (subject to what is good for you, it’s good for everyone) is a general trend, refining assump- tions is one of the main steps of critical thinking [4, 53]. There are many methods to identify assumptions. One of them is when students read the story and then they have to explain their assumptions and justify them. The teacher should not talk right or wrong answer, otherwise students may stop open a discussion. Visually examine one such example. Activity 1 One hot summer afternoon, a deliveryman drove up to a house, got out of his truck, and started up the walk when he noticed a little girl sitting on the steps. “Is your mother home?” he asked her. The little girl nodded and said, “Yes.” So the deliveryman went back to his truck, slid out a large carton containing a mat- tress and box spring, and carried the heavy carton up the steps to the front door. Red-faced and sweating, he pushed the doorbell and waited. No one came to the door. He smiled at the little girl and rang the bell again. Still, no one answered. He waited and rang the bell a third time, and when there was still no sign of anyone in the house, he said to the girl, “I thought you said your mother was home.” “She is,” the girl replied, “but I don’t live here.” After the students read the text, the teacher asks the following questions: - What made the deliveryman assume that the house belonged to the little girl? - Would you make the same assumption if you were that deliveryman? - What would you do to ascertain that the house is the girl’s house or that anyone is at home? - Have you made any wrong assumptions lately? What were they? What was wrong with your assump- tions? The teacher discusses with the students as difficult to avoid assumptions, and how important it is to think critically and consider the assumptions that we make. Only in this way, we can determine if this idea makes sense. Teachers can apply the formula “AFAN”, to help students examine their assumptions. AFAN is as follows: A = assumptions, F = For, A = Against, N = Now what? (a question that leads to the final evaluation of the argument, the final decision). Each letter refers to a specific issue: - A (Assumptions): What have I assumed? What have I taken for granted? Do I need more information? What are the facts? - F (For): What is the evidence for my opinion? Is it good evidence? Is it a fact or belief? What are the reasons for my belief? - A (Against): What are the alternatives to my point of view? Can I see this another way? What if my starting assumption is wrong? - N (Now what?): This is a question posed to lead to a better assessment of the argument, one that may produce a better final decision. AFAN formula can be safely applied to most assumptions. The main obstacle is prejudice critical think- |