高中英语教学中母语文化与目的语文化的失衡研究

发布时间：2018-03-22 12:11

本文选题：外语教学　切入点：文化教学　出处：《延安大学》2017年硕士论文　论文类型：学位论文

【摘要】：“中国文化失语症”的现象从2000年提出以来(从丛,2000),外语教学届逐渐认识到既要重视目的语文化的介绍,也要重视母语文化的讲解。在实际教学中,学生在增强祖国意识、爱国主义方面存在一些问题。很多学生在英语课程的学习中出现了“崇洋媚外”的倾向,认为西方文化优于中国文化。学生出现祖国意识和爱国主义情绪较弱的问题究竟出自哪里?课堂教学是外语教学过程中最直观的一个环节,它是基础教育阶段学生了解外语及其文化的重要来源,本文通过了解教师对两种文化的教学态度,以及在课堂教学过程中对中西文化的介绍在内容,程度以及用时等方面存在的不同,探究造成学生崇尚西方文化,忽视中国文化的缘由。研究主要包括以下几个步骤:首先,通过学生问卷,了解学生文化认同的现状。其次,通过教师问卷调查和访谈,了解教师如何理解中西文化在外语教学中的作用以及是否掌握文化教学的方法。然后,进行课堂观察,主要记录教师对中西文化的讲解在内容上是如何处理的以及两种不同文化所用的时间有何差别。进而得出结论:第一,教师不能全面理解中西文化在外语教学中的作用,学生了解西方文化,能加深对中国文化的理解和领悟,能减少跨文化交际中的失误。第二,教师没有全面掌握文化教学的方法和原则。在外语教学中,通过对比不同文化,能使学生了解中西文化之间的差异,提高文化敏感度,最终促使跨文化交际能力的提升。第三,教师对文化内容的讲解不能达到《普通高中英语课程标准(实验)》中对于文化意识的要求,在补充的文化内容中,教师一般补充西方国家的优秀文化,对母语文化的讲解却涉及一些中国的社会问题,从而使学生不能全面地了解西方文化,优化西方的同时贬低了中国文化。最后,根据研究结果提出相应的教学建议。通过调查研究,对高中英语教学在理论上有一定的补充,实践上有相应的指导。
[Abstract]:The phenomenon of "Chinese cultural aphasia" has been put forward since 2000. (from the beginning of 2000, the class of foreign language teaching has come to realize that attention should not only be paid to the introduction of the target language culture, but also to the explanation of the mother tongue culture. In practical teaching, students are strengthening the awareness of the motherland. There are some problems in patriotism. Many students tend to "admire foreign countries" in the study of English courses. Think that western culture is superior to Chinese culture. Where does the problem of students' weak sense of motherland and patriotism come from? Classroom teaching is the most intuitive link in the process of foreign language teaching. It is an important source of students' understanding of foreign language and its culture in the basic education stage. And the differences in content, degree and time used in the introduction of Chinese and Western culture in the course of classroom teaching. The research mainly includes the following steps: first, exploring the causes of students advocating western culture and neglecting Chinese culture. Secondly, through the questionnaire survey and interview, we can find out how teachers understand the role of Chinese and Western culture in foreign language teaching and whether they can master the methods of culture teaching. Through classroom observation, the author mainly records how the teacher interprets the Chinese and Western cultures in terms of content and the time used in the two different cultures. The conclusions are as follows: first, Teachers can not fully understand the role of Chinese and Western culture in foreign language teaching. Students' understanding of western culture can deepen their understanding of Chinese culture and reduce the errors in intercultural communication. Teachers do not fully grasp the methods and principles of cultural teaching. In foreign language teaching, by comparing different cultures, students can understand the differences between Chinese and Western cultures, enhance their cultural sensitivity, and ultimately promote the improvement of intercultural communicative competence. Teachers' explanation of cultural content can not meet the requirement of cultural consciousness in English Curriculum Standard (experiment) of Senior High School. In the supplementary cultural content, teachers generally supplement the excellent culture of western countries. The explanation of mother tongue culture involves some Chinese social problems, so that students can not fully understand western culture, optimize western culture and degrade Chinese culture. Finally, According to the research results, the author puts forward the corresponding teaching suggestions. Through the investigation and research, there is a certain supplement to the senior high school English teaching in theory and practice.
【学位授予单位】：延安大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：G633.41

【参考文献】