双语教学意义建构中的教师主体功能探索——以“幸福课”为例  

Teachers Subjective Function in Meaning Construction of Bilingual Teaching

作　　者：冯序颖[1] 

机构地区：[1]宁波大学外语学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2012年第6期117-120,共4页Journal of Ningbo University(Educational Science Edition)

摘　　要：基于建构主义教学理念,在双语课程"幸福课"实施立体化实践式教学,促进学习者意义建构。对双语教学意义建构中教师的主体功能进行研究,指出教师在教学活动中的主体功能体现在设计者、实践者和文化中介者三个方面。This paper,based on the principles of constructivism,explores a teaching model which features multi-task and enactment to help enhance students＇ meaning construction in a case of the bilingual course-Positive Psychology.It indicates that teachers＇ subjective functions in bilingual teaching and learning should be manifested mainly as designer,practitioner and cross-cultural knowledge disseminator.

关 键 词：双语教学 意义建构 主体功能 

分 类 号：G642.3[文化科学—高等教育学]