新课标新教材背景下我国中学法语教材文化呈现研究  

Cultural representation in secondary school French textbooks in China: The context of new curriculum standards and new teaching materials

作　　者：马小彦 潘鸣威[3] Ma Xiaoyan;Pan Mingwei

机构地区：[1]上海外国语大学法语系 [2]上海外国语大学中国外语战略研究中心 [3]上海外国语大学上海市英语教育教学研究基地

出　　处：《西安外国语大学学报》2023年第1期66-70,共5页Journal of Xi’an International Studies University

基　　金：上海外国语大学外语教材研究院外语教材研究项目“中法法语教材文化呈现比较研究”(项目编号:2022SH0004)和上海外国语大学青年教师科研创新团队项目“人工智能发展中的语言习得与语言测试前沿研究”(项目编号:2020114050)的阶段性研究成果。

摘　　要：教材是开展跨文化交际能力培养的重要媒介。近年来,教材建设已列入我国教育领域的顶层规划,其研究的重要性也日益凸显。本研究基于Risager(2018)外语教材文化呈现理论分析框架,考察在新课标新教材背景下我国中学法语教材文化呈现的内容特点和方式。研究发现,中学法语教材呈现了目的语文化、中华文化和世界多元文化;在呈现方式上以多模态课后练习的隐性呈现为主。基于上述发现,本研究针对中学法语教材应如何平衡文化内容和优化呈现形式展开讨论,并提出建议。Teaching materials are an important medium to develop cross-cultural communicative competence. In recent years,textbook compilation has been included in the top-level planning of education in China. Based on Risager’s(2018) theoretical framework of cultural representation of foreign language textbooks, the present study examines how cultures are represented in China’s secondary school French language textbooks under the context of the new French Curriculum Standards for Ordinary High Schools. It is found that the observed French language textbooks represent the culture of the target language, as well as Chinese culture and a repertoire of world cultures, and that more implicit cultural representation is substantiated in the subsequent exercises or after-class tasks through multimodal texts. Based on the findings, this study discusses how secondary school French language textbooks should balance and optimize the representations of different cultures, and also puts forward suggestions for future textbook compilation.

关 键 词：新课标 新教材 中学法语教材 文化呈现 

分 类 号：H32[语言文字—法语]