论《跨文化交际》双语教学中的文化自信与文化尊重  

The National Cultural Confidence and Respect in Bilingual Teaching of Intercultural Communication

作　　者：郝然[1] HAO Ran(School of Literature and Arts,Southwest University of Science and Technology, Mianyang 621010,Sichuan,China)

机构地区：[1]西南科技大学文艺学院,四川绵阳621010

出　　处：《西南科技大学学报（哲学社会科学版）》2018年第5期87-91,共5页Journal of Southwest University of Science and Technology:Philosophy and Social Science Edition

基　　金：西南科技大学【2017】校级教研项目"<跨文化交际>双语教学改革--文化尊重与文化自信"的系列研究成果之一

摘　　要：针对《跨文化交际》双语教学中普遍存在的重语言形式而轻文化内容,重外语及外来文化而轻母语母文化,重欧美发达国家文化而轻"一带一路"发展中国家及落后地区文化,以及过多注重课堂理论教学而忽视课外社会实践活动等问题,本文提出:在《跨文化交际》双语教学中,要求学生既能运用英语进行流利的交流,又对跨文化交际专业知识,对母语母文化和西方文化有系统的了解,尤其应增强学生在跨文化交际理论学习与实践活动中的文化自信与文化尊重,从而有效提高教学质量。In view of problems generally existing in the bilingual teaching of Intercultural Communication that current teaching has a bias towards language form,foreign language and culture,developed western culture,while culture connotation,Chinese national culture and the culture of“One Belt One Road”developing countries and less developed countries;and that it stresses theories while ignoring extracurricular activities and social practice,this paper suggests several solutions to improve the quality of teaching.In the teaching of Intercultural Communication,students should be required to communicate fluently with English,have a systematic understanding of intercultural knowledge,Chinese national culture and western culture;besides,students’national cultural self-confidence and cultural respect should be strengthened in their theoretical learning of the course and practical activities.

关 键 词：《跨文化交际》 双语教学 现状 问题 措施 

分 类 号：G125[文化科学]