基于英语学科核心素养的本土英语教学理论建构研究  

Theoretical Framework Analysis of Chinese Indigenous English Teaching and Learning Guided by English Disciplinary-based Core Qualities

作　　者：陈艳君[1] 刘德军[1] 

机构地区：[1]南华大学外国语学院,湖南衡阳421001

出　　处：《课程．教材．教法》2016年第3期50-57,共8页Curriculum，Teaching Material and Method

基　　金：湖南省哲社科学基金2014年度一般项目资助课题"张士一与弗斯语境教学思想比较研究"(14YBA337);湖南省教育科学"十二五"规划资助成果"基于生命哲学的大学教师成长及其发展研究"(XJK015BGD060)

摘　　要：英语学科核心素养结构图通过语言能力、文化意识、思维品质和学习能力四个维度对英语的教学目的、教学本质、教学内容和教学过程等进行了诠释。以英语学科核心素养为指向,建构本土英语教学理论框架对英语教学实践具有重要的指导作用。基于英语学科核心素养,以我国本土的外语教育专家百余年来对英语教学的探究为例,本土英语教学理论框架可由"学得"教学本质观、"以人为本"教学主体观、"工具素养合一"教学目的观、"语文并行,精泛相生"教学内容观和"知行结合"教学过程观构成。English disciplinary-based core qualities structure presents teaching aim, teaching nature, teaching contents and teaching process comprehensively through language ability, cultural awareness, moral quality and learning ability. Guided by the core qualities, after analyzing Chinese indigenous English teaching and learning explorations by different foreign language researchers at different stages, indigenous English teaching and learning theoretical framework consists of ＂foreign language learning＂ teaching nature view, ＂students first＂ teaching subject view, ＂tool and quality unity＂ teaching aim view, ＂language and culture parallelism＂ curriculum view and ＂unity of knowing and doing＂ teaching procedural method view.

关 键 词：英语学科 核心素养 本土英语教学 理论建构 

分 类 号：G633.41[文化科学—教育学]