对话理论视域下的英语专业硕士生研究性学习能力发展研究  

Inquiry Learning Ability Development of Postgraduates Majoring in English from the Perspective of Dialogue Theory

作　　者：张媛[1,2] ZHANG Yuan(Jiangsu University of Science and Technology, Zhenjiang 212003, Jiangsu, China;Suzhou University, Suzhou 215123, Jiangsu, China)

机构地区：[1]江苏科技大学,江苏镇江212003 [2]苏州大学,江苏苏州215123

出　　处：《扬州大学学报（高教研究版）》2019年第2期86-91,共6页Journal of Yangzhou University（Higher Education Study Edition）

基　　金：江苏科技大学2016年度研究生教育教学改革研究与实践课题"对话理论视域下的英语专业硕士生研究性学习能力发展研究"(YJG2016Y-23)

摘　　要：将英语专业硕士生研究性学习能力置于对话理论框架下展开研究,既具有理论指导意义,也具有实际应用价值。对话理论的核心是师生交流的平等性、创造性、批判性,现实中师生之间的交流在师生两方面都存在相当多的问题。教师在与学生的对话实践中,应在发挥导师主导性作用的同时,贯彻平等性、创造性、批判性原则,提高学生融入社会的人际交往能力、研究性学习能力、跨文化对话能力,从而开发并推动其研究性学习能力的良性发展。It is of both theoretical and practical significance to research on the inquiry learning ability of postgraduates majoring in English in the framework of dialogue theory.” The core of dialogue theory is the equality, creativity and criticalness of the communication between teachers and students. In reality, there are quite a lot of problems existing in the communication between teachers and students. Teachers should play a leading role in the dialogue practice with students, and at the same time, they should implement the principles of equality, creativity and criticalness, improving students interpersonal communicative ability to integrate into society, inquiry learning ability, and cross-cultural dialogue ability, so as to develop and promote the sound development of their inquiry learning ability.

关 键 词：英语专业硕士生 对话理论 研究性学习 学习能力 

分 类 号：G643[文化科学—高等教育学]