外语与外语教学
外語與外語教學
외어여외어교학
Foreign Languages and Their Teaching
2013年
6期
58~61
,共null页
大学英语 教学改革 交往行动
大學英語 教學改革 交往行動
대학영어 교학개혁 교왕행동
College English; education reform; communicative action
2013年全国高校大学英语教学发展学术研讨会提出“以输出为驱动，探索课程教学的创新与突破”，改变我国大学英语教学“以知识输入为核心”的教学模式，强调“以应用为主的输出”课程教学改革。然而如果从哈贝马斯的交往行动理论出发，这仍然还是一种基于“目的性行为”的教学方法，即在教师的主导下实现着“输出”或“消化”。我国大学英语教学应关注的不仅是语言的表意功能，还有社会行动层面上的交际功能和更深层次上的思维功能。目前中国高校大学英语教学改革首先应该克服的最大弊病，或许就是“趋同化”，改革必须走出“趋同化”，实现“个性化”教学。改革的最终目的就是要跨出“外语圈”，充分发挥大学英语教学的引领作用，探索社会交往中的“学科化”。我们教学的思维模式应该是“西化”与“化西”即“中国化”的双向交往和碰撞，只有立足“中国化”，才能实现“国际化”。
2013年全國高校大學英語教學髮展學術研討會提齣“以輸齣為驅動，探索課程教學的創新與突破”，改變我國大學英語教學“以知識輸入為覈心”的教學模式，彊調“以應用為主的輸齣”課程教學改革。然而如果從哈貝馬斯的交往行動理論齣髮，這仍然還是一種基于“目的性行為”的教學方法，即在教師的主導下實現著“輸齣”或“消化”。我國大學英語教學應關註的不僅是語言的錶意功能，還有社會行動層麵上的交際功能和更深層次上的思維功能。目前中國高校大學英語教學改革首先應該剋服的最大弊病，或許就是“趨同化”，改革必鬚走齣“趨同化”，實現“箇性化”教學。改革的最終目的就是要跨齣“外語圈”，充分髮揮大學英語教學的引領作用，探索社會交往中的“學科化”。我們教學的思維模式應該是“西化”與“化西”即“中國化”的雙嚮交往和踫撞，隻有立足“中國化”，纔能實現“國際化”。
2013년전국고교대학영어교학발전학술연토회제출“이수출위구동，탐색과정교학적창신여돌파”，개변아국대학영어교학“이지식수입위핵심”적교학모식，강조“이응용위주적수출”과정교학개혁。연이여과종합패마사적교왕행동이론출발，저잉연환시일충기우“목적성행위”적교학방법，즉재교사적주도하실현착“수출”혹“소화”。아국대학영어교학응관주적불부시어언적표의공능，환유사회행동층면상적교제공능화경심층차상적사유공능。목전중국고교대학영어교학개혁수선응해극복적최대폐병，혹허취시“추동화”，개혁필수주출“추동화”，실현“개성화”교학。개혁적최종목적취시요과출“외어권”，충분발휘대학영어교학적인령작용，탐색사회교왕중적“학과화”。아문교학적사유모식응해시“서화”여“화서”즉“중국화”적쌍향교왕화팽당，지유립족“중국화”，재능실현“국제화”。
The National Conference on College English Education Reform of 2013 opened College English education reform in China to new possibilities, proposing an output-driven teaching approach. This is a departure from the traditional input - based teaching method toward a strong emphasis on the use of lan- guage. This approach, however, can still be viewed as a teleolog- ical （or purpose - oriented ） action from the perspective of Jiargen Habermas＇ s Theory of Communicative Action, as the teaching is conducted for the students＇ production and internali- zation of the language under the guidance of the teacher. It is suggested that more attention should be paid to, in addition to the ideographic function of language, its function as a means of communication and instrument of thinking. The biggest problem with the current situation probably is the tendency of unification or lack of diversity in its objectivity and operation. The present paper proposes that the ultimate goal of China＇ s College Eng- lish education be to go beyond a pure foreign language dimen- sion and to explore its role in university disciplines, or termed as disciplinization. It is also argued that our teaching principle should be to encourage the interaction and even the collision of ＂Westernization＂ and ＂Chinalization,＂ and that a strong foot- hold in China＇ s realities is a prerequisite for its globalization.
