01-chenxinyu-041221-寢室

本次課主要目的，是在反思之前幾次任務(wù)獲得成果的基礎(chǔ)上，討論兩個話題。是的，我們要開始“討論”了。

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.

這兩個話題分別是：

These two topics are:

TOPIC 1：Independent Originality

話題1：自主創(chuàng)新

TOPIC 2：Critical Creativity

話題2：批判性創(chuàng)造力

還記得上次課我們提到的描述的客觀性嗎？ 如果你認(rèn)真地思考過這個問題，會對今天內(nèi)容的教學(xué)十分有幫助。

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.

在上次的任務(wù)反饋中，同學(xué)a提到“事物是客觀的，但人們在面對某一事物時會把自己的主觀情緒加上去”，同學(xué)b認(rèn)為“盡量客觀的描述意味著公正，不受個人想法的影響”，同學(xué)c還強(qiáng)調(diào)“不是誰的觀點能說服誰，而是誰的觀點能更好體現(xiàn)事物的本來面目”。這些都是對上次任務(wù)中幾個中心內(nèi)容的“客觀描述”；我們發(fā)現(xiàn)，并且這三種觀點，或多或少，具有一定的代表性。

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.

既然已經(jīng)到了“討論”階段，我們不可避免的要涉及到“觀點”；而且既然要討論，那么就一定會包含“議論”的過程。

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. 獨立的原創(chuàng)

1. Independent Originality

上節(jié)課我們講到的嚴(yán)謹(jǐn)性，是一種學(xué)術(shù)的態(tài)度，即是EAP課程的教學(xué)過程中說應(yīng)該具有的，也是該課程追求的并致力實現(xiàn)的目的之一。舉例來說，這種態(tài)度，到底指的是“the ability of something to limit someone\\\'s freedom very much”，還是“the quality of being impossible to change or persuade”（c.f. “the quality of being stiff, fixed, or impossible to bend”），或者就是“the qualities of being careful and accurate”。如果認(rèn)真地經(jīng)過調(diào)查、對比，并將原始信息在歸納與抽象后最終萃取，結(jié)合自己的理解形成了新的認(rèn)識與見解，那么就能真正理解我們說的嚴(yán)謹(jǐn)性，到底是rigidity還是strictness，抑或是precision（preciseness），這也是本課學(xué)習(xí)過程的重要意義之一。

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.

以上過程的一開始，一定是個人獨立的行為，哪怕本課要涉及到“討論”，在此之前，每位討論的成員也必須帶著個人的成果與他人進(jìn)行交流。原創(chuàng)性有時的確可以是集體的成果，但須建立在個體成員的努力（或付出）之上。因此，獨立的觀點對于原創(chuàng)性是先天的，必須的，而原創(chuàng)性也是之后個人或團(tuán)隊觀點證實的必經(jīng)之路——只有你或你的團(tuán)隊才知道你們的命題是通過什么方式“證實”或“證偽”的，否則，我們?nèi)绾卧谟懻撝姓f服別人？

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. 批判的創(chuàng)新

2. Critical innovation

這樣說來，我們還可以檢討自己做過的任務(wù)，從反思中總能學(xué)到知識。批判并不是我們通常理解的一個貶義詞，也并不完全就是“批評”（給別人挑刺？）。它在學(xué)術(shù)的語境中，多半是個中性詞，在本課的學(xué)習(xí)中，我認(rèn)為這就是個褒義詞。批判自己或他人的觀點，批判已有的共識，當(dāng)然要在提供充分證據(jù)的基礎(chǔ)上，是創(chuàng)造新的知識與觀點的重要途徑。

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.

拿我們做過的任務(wù)舉例吧，例如，要學(xué)習(xí)英語，不可避免地要付出，要注重任務(wù)過程中的收獲，而非盡快完成任務(wù)本身。翻譯本身并不是把兩種語言換個方式表達(dá)而已，翻譯過程中的信息篩選與提取，語言內(nèi)容的歸納與抽象，才是學(xué)習(xí)本身嚴(yán)謹(jǐn)性的體現(xiàn)。如果要批判自己在上一個任務(wù)中是否有所收獲，只要問自己：我的任務(wù)成果是完全原創(chuàng)的嗎？還是找到百度翻譯直接復(fù)制粘貼就完成了？

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?

事實上，我們還能做得更好，我們在批判自己任務(wù)完成的過程中，形成了個人的觀點：怎樣學(xué)才是最有助于自己真正的語言的提高，才是真正的收獲。有一些在形式上完成了任務(wù)，但事實上卻僅僅是完成了“老師的”任務(wù)；諸如此類的批判和思考，在這場討論后，還能讓我們不斷自我改進(jìn)，走得更遠(yuǎn)。

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.

于是我們提到了更多的要素，如“依據(jù)”、“來源”等。“依據(jù)”是和佐證相關(guān)的，讓我們的觀點更扎實，而“來源”是和信息相關(guān)的，讓我們可以追溯到自己形成判斷的觀點到底受到了哪些其他因素的影響。簡單來講，我們在目前階段，只要能說清楚信息（數(shù)據(jù)）從哪里來，作者是誰，什么時候獲取的，或是什么時候創(chuàng)建的，就可以了。也許以后需要用到具體的格式來表現(xiàn)這種來源，但用在今天這節(jié)課的討論中，已經(jīng)“綽綽有余”。

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".