现代外语教学中的创生性思维  

The Formative Thinking in Modern Foreign Languages Teaching

作　　者：刘坛孝[1] 熊丽君[1] 马彦[1] 

机构地区：[1]长沙理工大学外国语学院

出　　处：《大学教育科学》2012年第3期45-48,共4页University Education Science

基　　金：2011年教育部人文社科项目"非洲来华留学生教育研究"(11YJA880122);2010年湖南省教育厅教改项目"成人英语教学中跨文化教育的现状;问题与对策"(湘教通[2010]243号)

摘　　要：传统外语教学依据主客体二元对立的哲学范式,把教学理解成静态的预设性构建过程;现代外语教学秉承后现代主义倡导的生成性,把教学理解成动态的创生性构建过程,即讲求教育教学过程的生成性。创生性思维贯穿于外语教学的五大过程:需求分析是"学校—教师—学生"统一体的创生性价值取向;课程设计是"我—你"共生师生关系的创生性构建;教材开发是多元教学资源需求和多元教学手段的创生性整合;课堂教学是人本立场的创生性平等体验;课程评估是修正性指导教学的创生性管理。Traditional foreign languages teaching, based on the philosophical mode of binary opposition between the subject and the object, understands languages-teaching as a static process of pre-suppositional construction, while modem foreign languages teaching （MFLT） which adheres to the formation of postmodernism philosophy understands languages-teaching process as a dynamic process of formative construction, i.e. attaching its importance to the formation of teaching process. Formative thinking co-lies in the five processes of foreign languages teaching, needs analysis is a formative value orientation of ＂Universities--Teachers--Students＂ entity; curriculum design demonstrates formative structure in ＂you and me＂ relationship between teachers and students; material development process formatively integrates multiple requirements for sources and multiple teaching methods; classroom instruction is a formatively equal experiences based on beings; and course evaluation process offers a formative management for amendatory teaching guidance.

关 键 词：现代外语教学 创生性思维 后现代主义 

分 类 号：G642[文化科学—高等教育学]