少数民族地区外语教育中的情感支持研究——以广西壮族自治区为例  

A Study of Emotional Support in Foreign Language Education in Ethnic Minority Areas——With Guangxi Zhuang Autonomous Region as an Example

作　　者：李琳[1] 曾梓祎 LI Lin;ZENG Ziyi(School of Foreign Languages,Hunan University of Science and Technology,Xiangtan,Hunan,411201,China)

机构地区：[1]湖南科技大学外国语学院,湖南湘潭411201

出　　处：《内江师范学院学报》2023年第3期101-105,共5页Journal of Neijiang Normal University

基　　金：湖南省教育科学“十三五”规划项目“语言服务视域下湖南高校汉语国际教育专业人才培养创新研究”(XJK20CGD023);湖南省学位与研究生教育改革研究项目“全日制专业学位学科教学(英语)研究生培养的探索与实践”(2020JGYB193)。

摘　　要：情感因素直接影响外语教学的质量与效果。以广西壮族自治区为例,针对目前少数民族地区外语教学中的感知焦虑、语言焦虑和环境焦虑等问题,从美育支持、行为支持和环境支持这三个维度出发可有效构建少数民族地区外语学习者以及教育者的情感支持。同时,少数民族地区外语教育中融入情感支持对民族文化自信的提升、文化多样性的促进以及三语融合的增进具有重要意义。Emotional factors directly exert influence on the quality and effect of foreign language teaching.With Guangxi Zhuang Autonomous Region as an example,we can construct the emotional support of foreign language learners and educators from three perspectives of aesthetic education,behaviors and environment to ease the anxieties in perception,language and environment in foreign language teaching in ethnic minority areas.Meanwhile,it is of great significance to fuse the emotional support into the foreign language in these areas for promotion of cultural confidence,cultural diversity and fusion of three languages.

关 键 词：少数民族 情感支持 外语教育 文化自信 

分 类 号：G75[文化科学—教育学]