俄语语言国情学教学应用策略  

On the Strategy of Linguistic Culturology in Russian Teaching

作　　者：杨春宇[1] 段文娜[2] 

机构地区：[1]辽宁师范大学文学院,辽宁大连116029 [2]辽宁师范大学外国语学院,辽宁大连116029

出　　处：《辽宁师范大学学报（社会科学版）》2009年第1期104-106,共3页Journal of Liaoning Normal University(Social Science Edition)

基　　金：教育部人文社会科学研究青年基金项目(06JC740009)

摘　　要：俄语语言国情学是跨文化交际学的俄语诠释。俄语语言国情教学在中国已有三、四十年的历史,从其产生至今一直处于不断的发展变化之中。我们从跨文化交际、对比教学、学生主体性、主体情景原则与教学技术手段、学习策略5方面入手,探讨如何使俄语语言国情教学顺应不断变化的客观环境,切实为跨文化交际服务,指导实践。Linguistic Culturology is the Russian explanation of intercultural communication. The teaching of Linguistic Culturology in Russian has a history of thirty to forty years in China. From the time it was born to the present days, this discipline has been in the status of developing and changing for a long time. From the five perspectives of intercultural communication, comparative teaching, role of students subjectivty, situational principles of subjects, technology and means of teaching and study strategies, this thesis will research how to make the teaching of Russian Linguistic Culturology adapt to the changing objective environment, serve for intercultural communication and ultimately guide the practice.

关 键 词：俄语语言国情学 交际 教学 学习策略 

分 类 号：H35[语言文字—俄语]