基于文化交流的人才培养模式探索  

A Communication-oriented Teaching Model in Cultural Courses

作　　者：赵海萍[1] 刘继华[1] ZHAO Hai-ping;LIU Ji-hua(College of Science and Technology,Ningbo University,Ningbo 315211,China)

机构地区：[1]宁波大学科学技术学院,浙江宁波315211

出　　处：《宁波大学学报（教育科学版）》2021年第3期74-81,共8页Journal of Ningbo University(Educational Science Edition)

基　　金：国家社会科学基金项目“中国民间故事英译数字人文平台建设”(19BYY102);宁波大学科学技术学院教学研究重点项目“以成果为导向的英语文化类课程应用型人才培养模式研究”(007-201601);宁波大学科学技术学院科研项目“以成果为导向的英语文化类课程应用型人才培养模式研究”(YK180008)。

摘　　要：在“一带一路”和构建人类命运共同体的背景下,世界各国之间的文化交流更趋频繁与深入,基于文化交流的人才培养模式探索显得格外重要。高校文化类课程的教学,在文化交流人才的培养中起着非常重要的作用,但文化类课程传统的教学模式难以适应文化交流人才的培养,亟需改革。从提高文化交流实际能力提高的要求出发,对文化类课程采取反向设计、转变课程教学目标、改革课堂教学和课程考核方式方法等措施,改变文化交流人才的培养模式,才能更好地培养具有国际化视野的文化交流人才。Against the background of the Belt and Road Initiative and the building of a human community with a shared future,there is increased frequency and depth of global cultural communication,giving greater significance to the discussion and construction of a cultural communication-oriented teaching model.The traditional teaching mode of cultural courses in China’s colleges and universities,however,is no longer capable of well catering to the cultivation of cultural communication-oriented personnel.To meet the requirement of raising students’cultural communicative abilities,reform is needed in these courses’design,teaching objectives,classroom teaching modes,and assessment models.The reform can significantly help to raise students’cultural communicative abilities,facilitating the training of personnel for China’s effective communication with the world.

关 键 词：文化交流 人才培养 教学模式 文化类课程 

分 类 号：G640[文化科学—高等教育学]