初中英语教学提升学生国际理解能力的策略研究
发布时间：2018-10-26 07:01
【摘要】：国际理解教育(education for international understanding)萌芽于一战以后,其实与二战结束,国际理解教育表达了人类希望通过国际理解教育实现世界和平的美好愿望。国际理解教育受到了世界范围内容的广泛重视,国际理解教育在不同国家、不同时期有不同的名称,如和平教育(peace education)、全球教育(global education)、世界公民教育(education for global citizen)等。不同国家国际理解教育的内容各有侧重点,但是大都大同小异。主要包括世界各国文化、历史、地理、风土人情、生活习惯;本国文化、历史、地理、生活习惯;人类共同面临的问题,如环境污染、资源、人权、和平等。国际理解教育的核心是培养国际理解能力,国际理解能力是顺利完成国际理解活动所需的个性心理特征或人格特质。国际理解能力构成内核是对国际理解内涵的认知程度,外在表征是在国际交往中所表现出的态度和行为。吴宝宏教授指出,国际理解能力主要体现在知识储备、理解思维、技能水平、认知态度等四个方面。国际理解教育受到了我国教育行政部门、专家以及各级学校的重视。2010年《国家中长期教育改革和发展规划纲要(2010-2020年)》提出了“加强国际理解教育,推动跨文化交流,增进学生对不同国家、不同文化的认识和理解”的要求,以政策的形式强调了国际理解教育的重要性。各地、各学校也将国际理解教育付诸行动,我国国际理解教育的实施主要形式有:一,开设国际理解教育专项课程;二,学科渗透;三,国际理解专项活动;四,友好学校共享课程。2009年起成都市武侯区开展了国际理解教育课程开发与实践,开发国际理解课程、开展各项国际理解教育活动、与国外学校建立友好学校等;上海市闵行区构建了3E国际理解课程体系,通过开设专项课程、开展以节日核心的国际理解主体活动以及学科渗透等形式提升学生的国际理解能力。学科渗透,是国际理解教育必不可少的形式,学科渗透相对于开发新的课程、开展专项活动、建立友好学校等是一种简单易行,又效果显著的提升学生国际理解教育的形式。初中阶段可以渗透国际理解教育的学科包括历史、地理、生物、美术、物理、英语等。其中,英语作为一门国际语言、作为文化的载体是最好的进行国际理解教育渗透的学科。英语教学中渗透国际理解教育也成为国际理解教育的主要形式。初中生的国际理解能力现状如何、受哪些因素影响、如何通过英语教学来提升中学生的国际理解能力?针对这些问题,笔者通过对长春市的两所县、乡中学的257名学生以及7名英语教师进行了问卷调查,经过数据整理、分析,得出了如下结论:(1)长春市县城及以下中学学生国际理解能力处于中等偏下水平(2)初三、初二年级的国际理解能力没有明显区别(3)英语学习没有提高学生的国际理解能力(4)学校所在地对学生的国际理解能力有显著的影响(5)英语教师的国际理解能力偏低并根据调查结果,提出自己的建议和看法,即创设国际理解教育外部环境;提升英语教师的国际理解能力;选择有利于提高学生国际理解能力的课堂教学策略等。
[Abstract]:International understanding education, after the first world war, is in fact close to the end of world war ii, and the international understanding education expresses the wish of mankind to realize world peace through international understanding education. International understanding education has been widely regarded as the worldwide content. The international understanding education has different names in different countries and different periods, such as peace education, global education, world civic education and so on. The contents of international understanding education in different countries have different emphasis, but most of them are very similar. It mainly includes the cultures, history, geography, customs and habits of all countries of the world; national culture, history, geography and living habits; the problems faced by mankind, such as environmental pollution, resources, human rights, and equality. The core of the international understanding education is to train the international understanding ability, and the international understanding ability is the personality psychological characteristics or personality traits required for the successful completion of the international understanding activities. The core of international comprehension is the degree of cognition to the connotation of international understanding and its attitude and behavior in international intercourse. Professor Wu Baohong pointed out that the international comprehension ability is mainly reflected in four aspects such as knowledge reserve, understanding of thinking, skill level, cognitive attitude and so on. International understanding education has received the attention of the educational administration departments, experts and schools at all levels. In 2010, the Outline of Medium-and Long-term Education Reform and Development (2010-2020) of the National People's Republic of China put forward the 鈥淪trengthening international understanding education, promoting cross-cultural communication, and improving students' understanding and understanding of different countries and cultures鈥，
本文编号：2294935
[Abstract]:International understanding education, after the first world war, is in fact close to the end of world war ii, and the international understanding education expresses the wish of mankind to realize world peace through international understanding education. International understanding education has been widely regarded as the worldwide content. The international understanding education has different names in different countries and different periods, such as peace education, global education, world civic education and so on. The contents of international understanding education in different countries have different emphasis, but most of them are very similar. It mainly includes the cultures, history, geography, customs and habits of all countries of the world; national culture, history, geography and living habits; the problems faced by mankind, such as environmental pollution, resources, human rights, and equality. The core of the international understanding education is to train the international understanding ability, and the international understanding ability is the personality psychological characteristics or personality traits required for the successful completion of the international understanding activities. The core of international comprehension is the degree of cognition to the connotation of international understanding and its attitude and behavior in international intercourse. Professor Wu Baohong pointed out that the international comprehension ability is mainly reflected in four aspects such as knowledge reserve, understanding of thinking, skill level, cognitive attitude and so on. International understanding education has received the attention of the educational administration departments, experts and schools at all levels. In 2010, the Outline of Medium-and Long-term Education Reform and Development (2010-2020) of the National People's Republic of China put forward the 鈥淪trengthening international understanding education, promoting cross-cultural communication, and improving students' understanding and understanding of different countries and cultures鈥，
本文编号：2294935
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