|
|
通用学术英语课程思政的模式构建：社会文化理论视角
|
Abstract:
新时代对高等教育提出了新要求，即落实立德树人的根本任务。课程思政是落实立德树人的有效途径。在课程思政引领下，大学英语的教学目标要将知识目标、能力目标和育人目标融为一体。本文分析了通用学术英语课程思政模式的必要性和重要性，并从社会文化理论和活动理论的角度探讨了教学模式的创新与整合。分析表明，在活动理论的视角下，教师、教学目标、教材、教学活动是构建该模式体系的重要因素。
The new era underlines the importance of enhancing ideological and political education in colleges and universities, calling for a new educational model to cultivate good quality of talents. All courses are required to raise talents’ moral standard, develop their intelligence, and improve their psychological health. This paper analyzes the necessity and importance of the mode innovation of ideological and political education in EGAP course, and probes into the challenges of the mode innovation and integration from the perspective of sociocultural theory by Vygotsky and activity theory by Engestrom. The analysis reveals that important factors in this mode system are teachers, teaching objectives, teaching materials, and teaching activities.
| [1] | 赵秋野. 俄罗斯心理语言学与俄语教学[J]. 现代外语, 2003(3): 319-325, 318. |
| [2] | Wertsch, J. (1985) Vygostky and the Social Formation of Mind. Harvard University Press, Cambridge. |
| [3] | Lantolf, J.P. and Thorne, S.L. (2006) Sociocultural Theory and the Genesis of Second Language Development. Oxford University Press, Oxford. |
| [4] | Vygotsky, L.S. (1978) Mind in Society: The Development of Higher Mental Processes. Harvard University Press, Cambridge. |
| [5] | 列？谢？维果茨基, 著. 维果茨基全集第6卷教育心理学[M]. 龚浩然, 等, 译. 合肥: 安徽教育出版社, 2016. |
| [6] | Swain, M. and Yang, L.X. (2008) Output Hypothesis: Its History and Its Future. Foreign Language Teaching and Research, No. 1, 45-50. |
| [7] | 张莲, 孙有中. 基于社会文化理论视角的英语专业写作课程改革实践[J]. 外语界, 2014(5): 2-10. |
| [8] | Engestrom, Y. (1987) Learning by Expanding: An Activity-theoretical Approach to Developmental Research. Orienta-Konsultit, Helsin-ki. |
| [9] | Engestrom, Y. (1999) Innovative Learning in Work Teams: Analyzing Cycles of Knowledge Creation in Practice. In: Engestrom, Y., Miettinen, R. and Punamaki, R.L., Eds., Perspectives on Activity Theory, Cambridge University Press, Cambridge, 377-406. https://doi.org/10.1017/CBO9780511812774.025 |
| [10] | Yamagata-Lynch, L.C. (2010) Activity Systems Analysis Methods: Understanding Complex Learning Environments. Springer, New York. https://doi.org/10.1007/978-1-4419-6321-5 |
| [11] | Lantolf, J.P. (2006) Sociocultural Theory and L2. Studies in Second Language Acquisition, 28, 67-109.
https://doi.org/10.1017/S0272263106060037 |
| [12] | Johnson, K.E. (2009) Second Language Teacher Education: A Sociocultural Perspective. Routledge, New York.
https://doi.org/10.4324/9780203878033 |
| [13] | Cross, R. (2010) Language Teaching as Sociocultural Activity: Rethinking Language Teacher Practice. The Modern Language Journal, 94, 434-452. https://doi.org/10.1111/j.1540-4781.2010.01058.x |
| [14] | 颜奕, 张为民, 张文霞. 优秀学术英语教师教学实践的活动系统分析[J]. 外语教学, 2020, 41(3): 73-77. |
| [15] | 韩宝成, 梁海英. 整体外语教学的实施路径[J]. 外语教学与研究, 2019, 51(4): 583-595, 641. |
| [16] | 陈亚平. 通过教师提问培养学生批判性思维能力和语篇写作技能——社会文化理论视角(英文) [J]. 中国应用语言学: 英文版, 2019, 42(2): 141-162, 263. |
| [17] | James Lantolf, 秦丽莉. 社会文化理论——哲学根源、学科属性、研究范式与方法[J]. 外语与外语教学, 2018(1): 1-18, 146. |
| [18] | 刘学惠. 社会文化理论视角下的外语课堂与语言学习[J]. 课程？教材？教法, 2011, 31(7): 46-51. |
| [19] | 孔繁霞. 英国EAP教师专业发展能力认证制度的启示[J]. 中国农业教育, 2014(1): 81-86. |
| [20] | 刘清生. 新时代高校教师“课程思政”能力的理性审视[J]. 江苏高教, 2018(12): 91-93. |
| [21] | 陈法春. 外语类本科专业课程思政内容体系构建[J]. 外语电化教学, 2020(6): 12-16. |
| [22] | 王春岩. 全球20所大学学术英语能力内涵调查及对我国的启示[J]. 解放军外国语学院学报, 2019, 42(3): 56-63. |
| [23] | 程晓堂, 孙晓慧. 英语教材分析与设计(修订版) [M]. 北京: 外语教学与研究出版社, 2011: 113-122. |
| [24] | 李颖. 当代大学生社会主义核心价值观的培育[J]. 社会科学家, 2020(9): 156-160. |
| [25] | 董瑜琳, 张彩华. 《大学学术英语读写教程(上册)》使用反思评价研究[J]. 中国校外教育, 2019(15): 110-113. |
| [26] | 束定芳, 安琳. 近年来海外学术英语导向类教材的特点与发展趋势[J]. 外语教学理论与实践, 2014(4): 9-18, 92. |
| [27] | Swain, M. (2006) Languaging, Agency and Collaboration in Advanced Second Language Learnin. In: Byrnes, H., Ed., Advanced Language Learning: The Contributions of Halliday and Vygotsky, Continuum, London, 95-108. |
| [28] | 常素梅. 课堂学习共同体视角下“课程思政”教学研究[J]. 淮南职业技术学院学报, 2020, 20(6): 8-11. |
