跨文化交际视角下的高职英语阅读教学研究  

Research on English Reading Teaching in Higher Vocational Colleges from the View of Intercultural Communication

作　　者：陈蓓[1] CHEN Bei(School of International Cooperative Education,Nantong Vocational University,Nantong Jiangsu 226007,China)

机构地区：[1]南通职业大学国际合作教育学院,江苏南通226007

出　　处：《湖北开放职业学院学报》2024年第11期177-179,共3页Journal of Hubei Open Vocational College

基　　金：2023年江苏省职业教育教学改革研究课题(一般资助)“新课标背景下高职英语学科跨文化性及其教学实现的路径研究”(项目编号:WYZZ2)。

摘　　要：跨文化交际视角下的高职英语阅读教学应当紧贴跨文化交际要求进行探究和设计,激发其对于目的语文化的兴趣和理解力,主动观察、分析、对比、评价文化及文化差异现象。具体而言,在课前阅读阶段,要充分挖掘跨文化知识并选择合适的阅读材料,科学设计学习任务以促使学生做好阅读准备;在课堂教学阶段,要做好阅读导入以激发学生的跨文化阅读兴趣,加强指导对比分析以深化学生的跨文化阅读理解,渗透文化元素以提升学生跨文化阅读能力;在课后巩固阶段,要加强课内外融合以培养学生的跨文化交际心态,组织拓展阅读活动以发展学生的跨文化素养。The teaching of English reading in higher vocational colleges from the perspective of intercultural communication should be explored and designed according to the requirements of intercultural communication,which aims to stimulate their interest in and understanding of the destination language culture,actively observe,analyze,compare and evaluate cultural phenomena and cultural differences.In this regard,during the pre-class reading phase,it is necessary to fully tap into the cross-cultural knowledge and select the appropriate reading materials,design learning tasks scientifically to prepare students for reading;during the classroom teaching phase,teachers should do a good job of reading introduction to stimulate students' interest in cross-cultural reading,strengthen the guidance and comparative analysis to deepen the students' cross-cultural reading comprehension,infiltrate cultural elements to improve students' cross-cultural reading ability;during the consolidation stage after class,we should strengthen the integration of inside and outside the class to cultivate students' cross-cultural communication mentality,organize and expand reading activities to develop students' cross-cultural literacy.

关 键 词：跨文化交际 高职英语 

分 类 号：G642[文化科学—高等教育学]