生态外语教学论  

On Ecology Foeign Language Teaching

作　　者：李建中[1] 

机构地区：[1]湘南学院外国语学院,湖南郴州423000

出　　处：《外国语文》2014年第2期169-172,共4页Foreign Languages and Literature

基　　金：湖南省哲学社会科学基金资助项目"英语生态教学与英语课堂教学方式的变化研究"(09YBA130)系列成果之一

摘　　要：语言是一个开放的生态系统,任何研究片面的语言现象而忽略其他相关因素,必然得不到全面的解释。基于复杂系统论、生态环境论和身份理论等,生态外语教学传承了后现代主义思想,学习者在各种环境因素交互过程中逐渐构建知识,知识体系是一个动态、开放的自我调节系统。以生态学基本理念为指导,建立仿生课堂在当前外语教学中有重要意义。Since language is an open ecology system, we can not get comprehensive explanation by any research on one-sided language phenomenon ignoring the other relating elements. On the basis of complex system theory, ecological environment theory, and identity theory, ecology foreign language teaching inherits the idea of latter modernism. Knowledge system is a dynamic, open, and self-adjusting system, English leaners should construct the knowledge in the interactive process of different environmental elements. It is of great imptance to build up biological modelling classroom in foreign language teaching on the basic idea of ecology theory.

关 键 词：生态语言学 生态外语教学 仿生课堂 

分 类 号：H319.3[语言文字—英语]