从国家意识到批判性跨文化素养——教育语言学视阈下外语课程思政内涵式发展研究  

From national consciousness to critical intercultural communicative literacy:An educational linguistics perspective on the intensive development of L2 curriculum-based ideological cultivation

作　　者：陆丹云 赵冉 LU Danyun;ZHAO Ran

机构地区：[1]国防科技大学国际关系学院,江苏南京210039

出　　处：《外语界》2023年第3期63-70,96,共9页Foreign Language World

基　　金：教育部首批新文科研究与改革实践项目“面向军事外交和情报实战需求的国防语言(英语)课程体系构建与实践”(编号2021070074);国防科技大学教育教学研究重点课题“拓展型英语课程思政内涵及批判性跨文化素养培育模式研究”(编号U2021208)的阶段性成果。

摘　　要：挖掘“国家意识”内涵要素、形成以批判性跨文化素养为目标的教育模型与实践方案是高校外语课程开展思政教育的基础。本文基于教育语言学的研究范式,构建以系统功能语言学为理论框架、以评价性语义发展为主线的外语课程思政内涵式发展模型。该模型包含个体评价性语库、评价语义系统、话语实例三个模块和个体评价性语库发展、评价性语义解构建构、评价性语义理性实践三个维度的思政教育路径,对外语课程思政内涵式发展具有教学应用潜力。To integrate ideological cultivation into L2 teaching,it is essential to explore the connotative implications of"national consciousness",to construct a cultivation model of critical intercultural communicative literacy(CICL),and to apply it in education practice.Based on the research paradigm of educational linguistics,the theoretical framework of systemic functional linguistics and the notion of"appraisal ontogenesis",this paper constructs an Intensive Development Model of L2 Curriculum-based Ideological Cultivation.The Model consists of three educational bases,i.e.individual repertoire,appraisal system and discourse instances,and adopts integrative educational approaches from three dimensions,i.e.developing individual appraisal repertoire,improving appraisal decoding encoding appropriateness and putting national consciousness into rational practice.The Model has pedagogical potential for the intensive development of L2 curriculum-based ideological cultivation.

关 键 词：国家意识 批判性跨文化素养 外语课程思政 教育语言学 

分 类 号：H319[语言文字—英语]