教师在跨文化外语教学中的多维度主体定位  

Multi-dimensional Principal Orientation of Teachers in Intercultural Approach to Foreign Language Teaching

作　　者：何春霞[1] 

机构地区：[1]河西学院外国语学院,甘肃张掖734000

出　　处：《吉林化工学院学报》2015年第5期55-59,共5页Journal of Jilin Institute of Chemical Technology

基　　金：甘肃省社科规划项目(14YB100)

摘　　要：作为21世纪核心的外语教学方法,跨文化外语教学的本质就是培养与时俱进的跨文化交际人才。在这个长期且复杂的过程中,学习者始终处于中心地带,教师这个教育实践的主体却逐渐被边缘化。反观我国外语教育,从教师自身素养、教学导向、评价体系和教育理念多维度入手,明确教师主体地位,打造优秀的实践主体,这样才能出色地将跨文化外语教学赋予的使命落实到位。As a core foreign language teaching method in the 21st century, the essence of intercuhural approach to foreign language teaching is to cultivate intercultural competence talents who could keep pace with the times. Students have always been put in the central position while teachers, the subjects to carry out this new method, have been marginalized in this complex and long-term process. In view of the foreign language education in China,it is high time to pinpoint the principal status of teachers and build up excellent practice subjects from multi-dimensions which involve teachers＇ personal quality, teaching orientation, evaluation system and educational philosophy. So much so that the tasks attached to intercultural approach to foreign language teaching could be fulfilled successfully.

关 键 词：跨文化外语教学 教师 主体定位 

分 类 号：G645[文化科学—高等教育学]