“教课文”抑或“用课文教”:“产出导向法”的课文观  

Teaching kewen or teaching with kewen: The approach of POA to kewen

作　　者：王骏[1] WANG Jun

机构地区：[1]扬州大学外国语学院

出　　处：《外语教育研究前沿》2022年第1期65-70,91,共7页Foreign Language Education in China

摘　　要：“产出导向法”对“课文至上”的批评其实是对课文价值的回归。“课文至上”囿于知,疏于行,体现的仅为文本属性,而非课文教学属性。根据语文和外语学者研究,以及教学论相关理论,课文教学不在“教课文”,而在“用课文教”,即用课文教语言,使所学语言能够迁移运用。“产出导向法”在教学各个环节体现了如何“用课文教”。“学用一体说”理念倡导学用结合,指明课文使用方向;教学目标强调学以致用;教学内容回应了H.Spencer“什么知识最有价值”这一经典命题;教学过程体现学用无缝对接;教学评价关注产出和输入之间的传导归因,对课文的针对性使用形成积极反拨作用。POA, while challenging the traditional instruction centering on kewen, the Chinese equivalent of text, actually marks the return to the value of kewen. The traditional instruction is confined to the transmission of knowledge, yet fails to promote the use of knowledge. It treats kewen merely as a text in the free sense, rather than in the sense of instruction. According to the scholars of Chinese and L2 pedagogy, and based on relevant instructional theories, the approach to kewen is not to “teach kewen”, but to “teach with kewen”, namely teaching with kewen the language capable of transfer and use. POA fully reflects the principle of “teach with kewen”. The “learning-using integration” principle seeks the integration of input and output, showing how to use kewen. The instructional goal highlights putting what’s learned to use. In terms of instructional content, POA virtually gives the reply to the famous question of “What knowledge is of most worth” advanced by H. Spencer. The process of instruction is marked by the seamless link between learning and use. The assessment of POA stresses the attribution of production to input, which has a positive wash-back effect on the well-targeted use of kewen.

关 键 词：课文 用课文教 产出导向法 迁移运用 

分 类 号：H319[语言文字—英语]