我国语言学课程的认同育人路径探索——以社会语言学为例  

Approaches to Identity Education in Linguistic Courses in China:The Case of Sociolinguistics

作　　者：刘永厚[1] LIU Yonghou

机构地区：[1]北京师范大学外文学院

出　　处：《中国外语》2023年第1期4-11,共8页Foreign Languages in China

基　　金：国家社科基金一般项目“中国外语语种需求调查与多元化外语人才培养模式研究”(编号:21BYY022)的阶段性成果。

摘　　要：国内目前有关语言学课程思政教育路径的探索刚刚起步。本文以社会语言学课程为例,致力于讨论外国语言文学专业的语言学课程如何加强认同育人。文章提出,认同育人可从语言认同、社会认同、文化认同、国家认同和人类命运共同体认同等维度开展。认同育人不仅能帮助学生完成多重自我认知,而且有助于培养其家国情怀和高尚的道德情操。本文对于语言学课程思政改革及外语人才培养质量提升均有重要启示。Domestic studies on ideological and political education of linguistic courses have been inadequate.This article,taking sociolinguistics as an example,aims to explore the approaches to strengthening students’identity education in linguistic courses of foreign language majors.Identity education may be implemented from the perspectives of language identity,social identity,cultural identity,national identity and identification of a community of shared future for humankind.A systematic identity education benefits both students’multiple self-categorization and the cultivation of their lofty spirits.Ideopolitical education offers a golden opportunity for promoting the quality of foreign language talents.

关 键 词：语言学 社会语言学 课程思政 认同育人 语言安全 

分 类 号：H319[语言文字—英语]