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Article published In:
Chinese as a Second Language (漢語教學研究—美國中文教師學會學報)
Vol. 52:1 (2017) ► pp.77–92

从“知其然” 到“知其所以然”

在语言教学中培养思辨能力

| 澳大利亚国立大学

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”。

Keywords: 人文教育, 思辨能力, 课堂互动, 外语教学, 课程设置
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
        • 点评
      • 活动 B. 讲座
        • 点评
      • 活动 C. 辩论
        • 点评
      • 活动 D. 走出去
        • 点评
        • 点评
        • 点评
  • 四.学习成果
  • 五.结论
  • Notes
  • References


This article is currently available as a sample article.

Article language: Chinese

Published online: 4 September 2017
DOI logo
https://doi.org/10.1075/csl.52.1.04zha
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