外语专业研究性课堂教学模式探索  

Research-Based Teaching in Foreign suage Classrooms

作　　者：王欣[1] WANGX Xin

机构地区：[1]上海外国语大学英语学院,上海200083

出　　处：《外国语文》2024年第3期145-154,共10页Foreign Languages and Literature

基　　金：教育部首批新文科研究与改革实践项目“基于学科融合与文化对话的英语专业拔尖人才培养体系构建研究”(2021110048)的阶段性成果。

摘　　要：广义的研究性教学应用于外语专业课堂教学,以思维能力培养为核心,辐射推动学生的内驱力、自主力、合作力以及创造力,能够实现学生的可持续成长,更好促进外语专业拔尖人才培养。在课堂教学设计中,基于教师课前阶段的教材分析与评估而重组教学材料,“以研究为导向”,引导学生培养问题意识,在预习中通过联想学会如何提出问题;“以研究为基础”,在课中阶段融入类比集思的思维训练活动,对师生提出的问题展开对话、讨论与探究,通过聚合性思维做出判断,学会解决问题;还要“以研究成果为导向”,通过课后阶段的反思发现教学中的问题,找到教学研究课题,由此带来知识生产。Research-based teaching,in a broad sense,centers on the cultivation of thinking abilities while applied in foreign language classrooms.Such a teaching model radiates to stimulate students'intrinsic motivation,self-access ability,cooperative inclination as well as creativity,enabling sustainable growth and better fostering top-tier talents.In the design of classroom instruction,teachers are supposed to reorganize the teaching materials on the basis of pre-class analysis and evaluation of coursebooks,with a focus on a"research-oriented"dimension,so as to guide students to develop question awareness and learn how to pose questions through associative thinking during pre-reading activities.During class,a"research-based"dimension could be fulflled by integrating synectics activities,facilitating dialogue,discussion,and inquiry into questions posed by both teachers and students.Through convergent thinking,students learn to make judgments and solve problems.Additionally,in the post-class stage,the"research-informed"dimension is indispensable and teachers are encouraged to make self-reflections to identify teaching problems,which may lead to the exploration of teaching research topics and thereby bring about knowledge production.

关 键 词：外语教学 研究性教学 思维能力 

分 类 号：H09[语言文字—语言学]