语言文化教学与“文化体验”研究  

On Language and Culture Teaching and "Cultural Experience"

作　　者：宋梅砚[1] 

机构地区：[1]上海师范大学外国语学院,上海200234

出　　处：《河南大学学报（社会科学版）》2010年第4期142-147,共6页Journal of Henan University(Social Sciences）

摘　　要：文化教学是语言教学不可或缺的重要组成部分。纵观我国的英语教学,在英语教学中出现的"费时低效"的问题由来已久。在新一轮课程改革中,文化意识首次与语言知识、语言技能、学习策略和情感态度同时被列为新课标的五大课程目标。美国教育专家Patrick提出"文化体验"的概念,鼓励教师在语言教学中关注"文化体验"。"文化体验"是语言文化学习的一部分,语言文化学习是体验文化、实践文化的过程。只有通过一个基于文化比较,有明确文化学习意识的、显性的、体验性的语言文化学习过程,才能更有效地帮助学生获得跨文化交际的能力。Culture teaching is an integral part of language teaching.Excessive time-consuming and low efficiency have always been a problem in the history of our country＇s English teaching.For the first time in history,＂Cultural consciousness＂ was set as one of the five major teaching objectives,together with ＂language knowledge＂,＂language skills＂,＂learning Strategies＂ and ＂emotional attitude＂.Patrick,an American educator,puts forward the idea of ＂cultural consciousness＂,which attaches great importance to teachers＇ concern about ＂cultural consciousness＂.＂Cultural conscious＂ is an integral part of language and cultural learning;therefore,language and culture learning is a process of experiencing and using culture.Only by means of a clearly culture-oriented,visible and experiential process of language and culture learning can teachers effectively help their students to improve their cross-cultural communicative ability.

关 键 词：语言教学 文化教学 语言文化教学 英语教学 

分 类 号：G420[文化科学—课程与教学论]