文学内容与大学生思辨在外语教学中的作用机制——一项基于扎根理论的课程实践研究  

The Mechanism Between Literary Contents and College Students'Critical Thinking in Foreign Language Teaching——A Study of Course Practice Based on Grounded Theory

作　　者：郭晓丽 王爱静 Guo Xiaoli;Wang Aijing

机构地区：[1]中国海洋大学外国语学院,山东青岛266100

出　　处：《中国外语研究》2024年第1期67-73,124,共8页Foreign Language Research in China

基　　金：中国海洋大学教学发展基金项目“基础日语中文学教学综合性课程设计的影响效果研究”(2021JXJJ11)阶段性成果

摘　　要：在外语教学中融合使用文学内容,是培养高质量外语人才的重要课程板块。采用扎根理论的研究路径,对基础日语课38份学生荐书主题的课堂报告总结进行编码分析后笔者发现,文学的多义性能够创造出具有挑战性的任务,驱动学生自主学习,促成认知和情感两个维度上的思辨;在此过程中,知识、素质和能力三大培养目标均得到贯彻。由此,非文学类外语课程也应重视使用文学内容,融通识于专业,培养学生思辨能力。教师是教学的主导者,需总结经验,结合学生的思维特点等做好课程设计,保障学生自主学习模式有效运行。Integrating the literary contents into foreign language teaching is the backbone of curricula that aims to cultivate high-quality professionals.Using grounded theory to analyze 38 students’summary reports of Japanese presentation to recommend a book in Intermediate Japanese classes,this study found that multidimensional meanings of literary creates a challenging task for students which can motivate learner autonomy.In the process,students’critical thinking in two components,cognitive and affective,is continuously enabled.Curriculum objectives of knowledge,ability and literacy are all reflected in this task.The result suggests that literary contents should be also used in non-literary courses of foreign language to facilitate development of students’critical thinking skills.Moreover,teacher-directedness should be emphasized.Teachers should do integrated course design according to their experience and learners’thinking features in order to guarantee the implementation of self-directed learning.

关 键 词：外语教学 文学内容 大学生思辨 扎根理论 

分 类 号：H09[语言文字—语言学]