转型时期大学英语教学理念的思考——基于哲学诠释学的视角  

Considerations on College English Teaching Concept in the Era of Transition——From the Perspective of Philosophical Hermeneutics

作　　者：陈宋洪[1] 林元龙[1] 

机构地区：[1]莆田学院外国语学院,福建莆田351100

出　　处：《长春大学学报》2014年第12期1809-1812,共4页Journal of Changchun University

基　　金：福建省莆田学院2012年度教改基金项目(JG2012024)

摘　　要：诠释学思想与教学理念之间存在着内在的契合。传统诠释学视域中的教学理念由于对原意的片面强调,强调忽视了学习者的主体性因素,从而将大学英语教学引入以教师中心论的泥潭。在当前此起彼伏的英语教学与考试改革的思潮中,大学英语教学新理念应从诠释学的本体论转向出发,借鉴哲学诠释学思想消解传统教学理念中的二元对立,以理解本体论为基础培养学生学习自主性,通过视域融合构建师生之间的多元对话,立足实践诠释观探索多元化的大学英语教学新模式。哲学诠释学的思想推动了教学理念的更新,为转型时期大学英语教学新模式的建立提供了重要的理论依据。There is an internal relationship between hermeneutics and teaching concept. With the influence of traditional hermeneutics, the old teaching concept focuses partially on the original intension while ignores learners＇ subjectivity, which leads college English teaching to the teacher-centered condition. Faced with the prevailing reformation on English teaching and testing, the new college English teaching concept derives from the ontological turn in hermeneutics and adopts philosophical hermeneutics to deconstruct the binary opposition and thus the students＇ initiative learning can be cultivated from ontological understanding, the multiple communications between teachers and students can be constructed from the fusion of horizons, and the diversified teaching mode can be explored from practical hermeneutics. Philosophical hermeneutics contributes to the development of educational concept and provides an important theoretical basis for the new mode of college English teaching in transition era.

关 键 词：哲学诠释学 教学理念 大学英语 教学 

分 类 号：N45[自然科学总论]