从逻辑结构到生态结构:英语课堂教学方法论的嬗变  

From Logic Pattern to Ecologic Pattern:A Change of Methodology in Classroom Teaching of English

作　　者：范春香[1] 余小强[1] 

机构地区：[1]湖南大学外国语与国际教育学院,湖南长沙410082

出　　处：《西安外国语大学学报》2013年第2期77-80,共4页Journal of Xi’an International Studies University

基　　金：湖南大学中央高校基本科研业务费专项资金项目:"音乐与学习:利用音乐进行英语课堂教学的实验研究"(项目编号:2011A10)的研究成果之一

摘　　要：英语课堂教学存在两种结构。逻辑结构坚信语言是一个刚性的、客观的、能够给予或接受的结构。语言可以严格地通过词法、语法和句法的结构性知识进行教学。其教学特征是逻辑、记忆与控制。生态结构将语言世界看成是一个柔性的世界,是与人的身体、情感有关的生命表现或自然形态,不是一个规则的有规律可循的人类的基本行为,它源于一定文化情景中的个体身体与情感的冲动。其教学特征是活力、游戏、超文本和共生。生态结构的教学理论赋予了教学目标、功能、师生关系教学及评价技巧等方面以独特意义。There are two patterns in English teaching： logic pattern and ecologic pattern. The former claims that language is hard, objective and can be given and accepted. Languages can be taught rigidly by structural knowledge of vocabulary, gram- mar and syntax. And its teaching feature is logic, memory and control. In the perspective of ecologic pattern, language is re- garded as soft, a natural form and a life manifestation related to body and feeling, and it is not a human invariable basic behav- ior and it stems from individual body in certain culture. Its teaching feature is dynamic, full of games, hypertexts and symbio- sis. The ecologic cognition has given a unique meaning to teaching objectives, functions, teacher-student relationship and teaching evaluation.

关 键 词：逻辑结构 生态结构 生态认知学 英语课堂教学方法 

分 类 号：H319[语言文字—英语]