从交际教学理念到人文主义外语教育观的升华——解读李筱菊教授的外语教育思想发展  

From Communicative Teaching to Humanistic Foreign Language Education:On FLT Ideology Development of Professor Li Xiaoju

作　　者：何安平[1] 李华[2] 

机构地区：[1]华南师范大学 [2]广东第二师范学院

出　　处：《中国外语》2012年第2期23-28,共6页Foreign Languages in China

基　　金：教育部人文社会科学重点研究基地项目基金资助的重大项目(编号:2009JJD740016)子课题"华南地区外语教育理论与实践特色研究"的成果之一

摘　　要：本研究以国内外外语教学理念的历史沿革为背景,通过访谈话语分析和文献研读的方法对我国交际英语教学法的先行者——李筱菊教授的外语教育思想发展进行解读。透过对老一辈外语教育家的个案分析,折射出我国外语教育观念的三次变革和更新历程,即从传统的学科知识传授转变为交际能力培养,并进一步提升至"全人发展"的外语教育观。旨在彰显当代外语教育的人文性以及更加深刻理解新英语课程标准的理念。With the background of foreign language teaching（FLT） development at home and abroad from early last century till now, this paper uses content analysis approach to study academic documents, journal papers and interview transcripts so as to deconstruct the FLT ideology development of Professor Li Xiaoju, who took a lead in introducing communicative approach to China in early 1980s, which greatly challenged the traditional subject-knowledge-based FLT then and further upgraded to ＂whole person development＂ of FLT in the 2000s.It thus reflects three important stages of FLT development in China's Mainland and deepens the understanding of humanism in modem FLT .

关 键 词：交际教学法 语言交际能力 人文主义 外语教育观 

分 类 号：H319[语言文字—英语]