从“知其然” 到“知其所以然”
在语言教学中培养思辨能力
当今众多语言教学法的主要目标是对学习者的语言能力培训。因此,衡量教学的成功与否大都通过语言技能来体现,尤其是语言交流能力。这一趋势不但反映在课堂教学上,而且也反映在语言教学研究、教师培训、教程和教材上。 Kinoshita & Zhang 于
2014 年提出重新审视高等教育中语言教学的目的。她们认为,高等教育中的语言课应被视为一种“人文教育” (
liberal arts education) ,目的是智能开发和超语言的知识传授。也就是说,高等教育中的语言课的重点之一应该是提高学习者的普遍认知水平,培养其思辨能力,使其对目的语国家和当今世界不但“知其然”、而且“知其所以然”。
本文将从人文教育这一视角来审视一个将“培训”和“教育”齐头并进的教学实践和体验,重点探讨人文教育在中高级汉语课中的体现,包括课程理念及一系列旨在使学习者深层次、多方面、零距离地探讨和思考今日中国的课堂活动,培养其全面、均衡的思辨能力,从而促使其对目的语国家(中国)的了解不但“知其然”, 而且“知其所以然”。
Article outline
- 一.前言
- 二.外语学习的目的与价值
- 三.从“知其然”到“知其所以然”
- A.
课程设置
- B.
学生已经知道什么?
- C.
课程设置理念和实践
-
活动 A.
请进来
-
活动 B.
讲座
-
活动 C.
辩论
-
活动 D.
走出去
- 四.学习成果
- 五.结论
- Notes
-
References
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Article language: Chinese
References (21)
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Cited by (1)
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