新疆预科汉语教学文化理性取向思考  

Thoughts on the Cultural Rationality Orientation in the Foundation Chinese Language Teaching in Xinjiang

作　　者：骆惠珍[1] 万维强[1] 

机构地区：[1]昌吉学院中语系,新疆昌吉831100

出　　处：《双语教育研究》2017年第1期6-12,共7页Bilingual Education Studies

基　　金：教育部人文社科研究规划基金项目"新疆高校少数民族汉语教学中的文化教学嬗变及多模态文化教学模式构建研究"(15YJA740033)的阶段性成果

摘　　要：面对当前的形势和新的使命,新疆社会迫切需要大量的"双语双文化人"。为此,新疆预科汉语教学应转变片面强调语言交际能力的"工具理性"导向,还教学以"文化理性",加强文化教学,培养预科生的多元文化理解与沟通能力,实现语言教育的文化功能。文章从"文化理性"的概念阐释出发,认为从"工具理性"走向"文化理性"具有时代意义和必要性,进而探讨了现今新疆预科汉语教学需要改革课程设置、教材内容、教学方法和评价体系,以实现从"工具理性"走向"文化理性"的转变。To meet the urgent demand for ＂bilingual-bicultural＂ professionals, we should take into account ＂cultural rationality＂ in Xinjiang＇ s foundation Chinese language teaching rather than lopsidedly emphasize ＂instrumental rationality＂ as in the past. With ＂instrumental rationality＂, a teacher would simply care about students＇ language communication proficiencies, while with the guide of ＂cultural rationality＂, he/she would pay much attention to the development of students＇ multi-cultural competence. This paper explains the concept of ＂cultural rationality＂, and on the basis of which, advocates a reform of curriculum offering, textbook content, teaching methods, and perfor- mance evaluation system in the foundation Chinese language teaching in Xinjiang.

关 键 词：范式转换 文化理性 双语教育 

分 类 号：G712[文化科学—职业技术教育学]