1887
Volume 52, Issue 1
  • ISSN 2451-828x
  • E-ISSN: 2451-8298
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Abstract

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” ( 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”。

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2017-08-18
2019-10-20
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