培养跨文化意识的英语体验式教学研究

发布时间：2018-01-28 00:31

本文关键词： 跨文化意识体验式教学英语　出处：《四川师范大学》2017年硕士论文　论文类型：学位论文

【摘要】：自2001年《全日制义务教育英语课程标准(实验稿)》中“文化意识”被作为一项独立的教学目标首次被提出,其作用得到肯定。而其中一个重要的组成部分——跨文化意识,一直是教学研究的热点和焦点。现阶段英语教学存在符号化、客体化和教学过程去情境化的具体问题。跨文化意识具有敏感性,民族性与不自觉性的特征。因此,需要结合感知体验获得更深刻的跨文化意识。本研究力图通过感知体验的视角,解释跨文化意识的生成过程,进而探索跨文化意识的体验式教学模式和培养策略,全文共分四个部分。第一部分系统考察了有关语言学习和文化意识培养的相关研究,从哲学、心理学、审美学和教学等角度梳理了体验式教学的发展历程。近十年来教育学家提出不少跨文化意识的培养途径,在此基础上本研究为跨文化意识培养确立一条体验式的道路。第二部分从社会学,哲学,心理学角度分析跨文化意识的性质特征,并从从跨文化意识的内容出发,探讨他的结构要素。第三部分基于体验,分析跨文化意识生成的条件以及发展过程。在现实与理论的基础之上分析跨文化意识与体验式教学的关系,并探究采用体验学习的原因并提出跨文化意识发展的体验学习途径。第四部分,基于体验途径分析和小学英语课堂的案例分析,阐释了培养跨文化意识的体验式教学模式,进而提出了体验式教学策略。本研究通过文献分析法来梳理当前中外对跨文化意识与体验式教学的研究理论与实践;通过进入学校实习观察的教师课堂行为,并节选其中的片段作为案例进行分析综合。最终形成总结出一条培养跨文化意识的体验式教学模式。并借此为基础形成体验式教学策略,进而推进跨文化意识的发展。
[Abstract]:Since 2001, "Cultural consciousness" has been proposed as an independent teaching goal in the English Curriculum Standard for Full-time compulsory Education (Experimental draft) for the first time. Its role has been affirmed, and one of the important components, cross-cultural awareness, has always been the focus of teaching research. At present, English teaching exists symbolization. The specific problems of objectification and dissitutionization of teaching process. Cross-cultural consciousness has the characteristics of sensitivity, nationality and unconsciousness. This study tries to explain the process of the formation of cross-cultural consciousness through the perspective of perceptual experience. Then explore the cross-cultural awareness of experiential teaching model and training strategies, the full text is divided into four parts. The first part of a systematic review of language learning and cultural awareness of the relevant research, from philosophy, psychology. The development of experiential teaching has been combed from the perspectives of aesthetics and teaching. In the past ten years, educators have put forward many ways to cultivate cross-cultural consciousness. On this basis, this study establishes an experiential path for the cultivation of cross-cultural consciousness. The second part analyzes the characteristics of cross-cultural consciousness from the perspectives of sociology, philosophy and psychology. And from the content of cross-cultural consciousness, discusses his structural elements. The third part is based on experience. On the basis of reality and theory, this paper analyzes the relationship between cross-cultural consciousness and experiential teaching. And explore the reasons for the adoption of experiential learning and put forward cross-cultural awareness of the development of experiential learning approach. 4th, based on the empirical approach analysis and primary school English classroom case study. This paper expounds the experiential teaching mode of cultivating cross-cultural consciousness, and then puts forward the experiential teaching strategy. This study combs the current research theory and practice of cross-cultural consciousness and experiential teaching at home and abroad through literature analysis. Classroom behavior of teachers observed by entering school practice. And excerpts of the fragment as a case analysis and synthesis. Finally, form a cross-cultural awareness of the experience of teaching model, and on this basis to form an experiential teaching strategy. And then promote the development of cross-cultural consciousness.
【学位授予单位】：四川师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G623.31

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