英语教学中教师价值取向的选择  

Teachers' Option in Value Orientation in English Teaching

作　　者：王黎[1] 

机构地区：[1]广东药学院,广东广州510224

出　　处：《辽宁医学院学报（社会科学版）》2015年第2期133-135,共3页Journal of Liaoning Medical College:Social Science Edition

基　　金：校级项目医药院校英语教学的人文主义转向研究(编号:RWSK201415)的研究成果

摘　　要：本文回顾中美两国高等教育发展史上价值取向的几次反思调整,分析常识取向与社会取向两大流派的基本内容与特点,批评现行教学理论下教师从"事实取向"理解知识和课程,缺少过程意识和价值关怀,提出教师应立足于充分的事实与细节之上进行价值判断,英语教学应遵循语言结构分析为本,情感体验与价值判断贯穿始终以做到常识取向与社会取向的融合。Based on the retrospection of several adjustments of teachers＇ value orientation in the history of Chinese and American higher education, common sense and social morals orientation are specified as to their features and contents. The problem lies in that teachers under the current teaching theory tend to separate facts from values in classes, thus it raises the notion that teachers should input solid facts and details first as perspectives to have value judgments in an integrating way.

关 键 词：英语教学 价值取向 常识取向 社会取向 

分 类 号：H319.1[语言文字—英语]