《教育文论选读》借鉴特殊用途英语ESP和内容依托教学CLIL的理念，以教育学科专业知识为选材背景，以英语阅读训练为主要语言技能，以学习技能培养为主要学习策略，旨在实现语言与专业融合和专业英语学习的提升。
《教育文论选读》结合学术英语与学科知识，将英语学习与教育专业学习有机结合，旨在帮助英语专业本科生进一步巩固语言基础和提高学术阅读能力，并在阅读内容上体现教育知识的专业性。本书分别从学习、教学、教师、学生几个不同方面展开，每单元设置六篇文章，其中第一篇为介绍性导入的短文章，课文A，B，C为主课文，D，E为课外阅读材料。同时每单元通过穿插不同的学习技能讲解，培养学生自主学习、合作学习与探究学习的学习方式，并设计了相应的小组活动与考评活动以加强教学中的形成性评价。
《教育文论选读》的设计理念与编写特点主要体现在以下几个方面，即"方向明、特色强、选材精、设计活、内容全"。"方向明"强调英语教师教育人才培养的适用性，在教材的编写中突出"复合型"、"应用性"和"实践性"的课程开发方向；"特色强"强调在教材编写中突出"英语+教育"的融合与兼顾，突出英语语言素养与教育素养的双重提升；"选材精"强调题材内容、体裁类型的多样性和教育内涵的丰富性，重视教材对学生未来专业发展的知识引领；"设计活"强调学生的学习兴趣和学习习惯，在教材编写中加大互动性、趣味性的教学环节；"内容全"强调教材编写要围绕教育名家、教育热点问题、学生发展、教师发展、英语学习、英语教学等方面，向学生呈现出较为系统化的教育主题学习。
孙二军，西安外国副教授，主要从事教师教育、课程论及高等教育研究，主持陕西省教育厅科研项目1项、陕西省教改项目1项，作为主要参与人承担教育部"十一五"规划课题1项、陕西省社科项目1项、陕西省教育厅科研项目1项。共发表学术论文10余篇（其中，6篇CSSCI，5篇北图核心）。
Contents
上 篇
Unit 1 Educators Philosophies and Learning Theories
Introduction: Nature of Learning…3
Text A: Of Studies…6
Text B: What Knowledge Is of Most Worth?…10
Text C: The Differences between Learning by Instruction and Learning by Discovery…15
Learning Skills: Library Skills…20
Unit 2 My Perspectives on Education between China and America
Introduction: Defining Comparative Education: Conceptions…24
Text A: Re-education…26
Text B: The Social Logic of Ivy League Admissions…32
Text C: Is College Really Worth the Money?…39
Learning Skills: Oral Presentation…46
Unit 3 Education and Students’ Development
Introduction: Student Diversity…52
Text A: MI(Multiple Intelligence), IT (In Structional Technology) and Standards: The Story of Jamie…57
Text B: The Man Who Couldn’t Forget: the Story of Solomon’s Memory…65
Text C: The Boy Who Needed to Play: The Story of Dibs…71
Learning Skills: Academic Report Skills I…78
Unit 4 English Language and Learning
Introduction: Learning English…86
Text A: Mother Tongue…89
Text B: Identity, Motivation and Autonomy in Second Language Acquisition from the Perspective of Complex Adaptive System…95
Text C: Development: Some General Principles…101
Learning Skills: Academic Report Skills II…108
Unit 5 Learning Model-Cooperative Learning
Introduction:What Is Happening to Cooperative Learning?…114
Text A: Cooperative Learning: What Makes Group work Work?…118
Text B: “The Union Is Unbroken”March 4, 1861…125
Text C: To Save the Union：1861—1863 Moving toward Emancipation…129
Learning Skills: Cooperative Learning Skills…135
下 篇
Unit 6 Educators Philosophies
Introduction: Early Teaching Models…145
Text A: My Pedagogic Creed…147
Text B: Jerome Bruner: The Lesson of the Story…152
Text C: Curriculum Development from a Constructivist Perspective…159
Learning Skills: Note-taking Skills…164
Unit 7 My Perspectives on Education from Pedagogies to Globalization
Introduction: Education and Globalization: Some Hypotheses…173
Text A: Tiger Moms: Is Tough Parenting Really the Answer?…176
Text B: The Tutorial System: The Jewel in the Crown…182
Text C: Education, the Nation-State, and Global Movement…188
Learning Skills: Critical Reading Skills I…194
Unit 8 Education: Teachers’ Development
Introduction: Defining Teaching and Teacher Education…201
Text A: The Novice Teacher: Armed and Dangerous
—— A Cautionary Tale…203
Text B: Teaching Teachers: Professional Development to Improve Student Achievement…210
Text C: An Education President for the 21st Century…218
Learning Skills: Critical Reading Skills II…225
Unit 9 English Language and Teaching
Introduction: Approaches to Language Learning and Teaching…232
Text A: Illiteracy at Oxford and Harvard: Reflections on the Inability to Write…236
Text B: TESOL in China: Current Challenges…241
Text C: From Reading to Writing, from Elementary to Graduate Students…247
Learning Skills: Academic Writing Skills…253
Unit 10 Learning Model-inquiry Learning
Introduction: Bibliography of Henry VIII…264
Text A: Handling Henry VIII…266
Text B: The Six Wives of Henry VIII…274
Text C: Who Were the Early Reformers in England?…288
Learning Skills: Inquiry Learning Skills…296
References…318
新书资讯
