【作者】 黄远振；

【导师】 陈维振；

【作者基本信息】 福建师范大学 ， 语言学及应用语言学， 2007， 博士

【摘要】 本文以生态学的原理、生态哲学价值观、世界观和方法论以及教育生态学的理论体系作为研究的理论基础，探索中国外语教育生态发展的途径与方法。所谓生态，是指生物在一定的自然环境条件下生存和发展的状态。研究生物和环境之间的各种因素相互联系和相互作用的关系就是生态学。现代生态学产生了生态系统、生态平衡、生态位等具有生命力和影响力的概念，催生了一批新的前沿研究学科，在与其他学科的联结中派生了大量的生长点，使自身迅速成长为最活跃的前沿学科之一。生态哲学是一门相对独立的哲学学科，其研究对象是人态环境，研究目标是思考人在生态系统中生存的地位、基础和条件、人对人态环境的责任和义务以及人生的价值和意义。生态哲学的核心概念是整体性、层次性和关联性，其基本特征是开放性和动态性。生态哲学始终探索生态化综合的道路，主张用整体、立体、动态的眼光看待生命和事物，弘扬跨学科的研究方法。教育生态学是依据整体、联系、平衡的生态学原理和机制，考察系统内部诸结构与周围环境的相互关系，探讨教育生态的特征和功能及其演化和发展基本规律，研究各种教育现象及其成因。外语教育是教育系统的子系统。中国现行教育系统从层次上分为学前教育、基础教育、高等教育和学历后终身教育等层次，每一个层次又分为语文教育、外语教育等不同学科教育。本课题集中研究中小学外语教育。之所以截取基础教育阶段横断面研究外语教育，是因为：把研究对象确定为基础教育阶段的外语教育教学符合教育科学概念规范和语言教学研究的通例；基础教育是整个教育过程的“重中之重”，抓好中小学阶段的外语教育具有战略性意义；基础阶段外语教育是外语教育整体发展的瓶颈，这个关节理顺了，大学与中学、小学之间自然就能衔接好；外语教育始终艰难运行、发展缓慢，新课程改革中外语教育生态出现了诸多与课改初衷相悖的问题，这些问题如果不及时解决势必严重制约课程改革的进程。根据外语教育生态的内部结构及其与外部环境的关系，本研究试图把外语教育分为宏观生态、中观生态和微观生态三个层面。外语教育宏观生态是关于社会环境和文化环境对外语教育的关系，外部因素与外语政策对外语教育的影响；外语教育中观生态是关于课程的生态，包括课程的内涵和价值取向，高中课程生态和英语课程生态；外语教育微观生态是关于如何应用语言学、语言哲学理论提升外语教师的理论素质，使教师更有效地实施外语课堂教学。研究显示，外语教师群体是课程改革的主力军和最重要的变量因素，我们必须关注外语教师群体生态失衡问题，努力探索外语教师专业发展的途径，才能构建和谐、平衡、健康的外语教育生态。更多还原

【Abstract】 Based on the principles of ecology, eco-philosophy and the theory of educational ecology, this thesis ventures to explore the approaches to the development of China’s foreign language education. Ecology refers to the state of existence and development of living things in a particular natural environment, as well as to the study of the relationships between environment and the way plants, animals, and humans live together and affect each other. Concepts in modern ecology like ecological system, ecological balance, niche and so on are of great vitality and significance, which have promoted many frontier academic fields and made ecology itself one of the most active research areas in its communication with other disciplines. Reflecting on human conditions, human values, human responsibilities or obligations in the human environment, Eco-philosophy is a relatively dependent philosophical discipline with the core concepts of being holistic, coherent and relevant and the basic features of being opening and dynamic. Eco-philosophy advocates a dynamic, cross-discipline way in which we approach our objects of study as an three-dimensional ecological whole and educational ecology, based on ecological principles like interrelated and balanced holism, considers elements in the educational system and their relationship with the surrounding environment, inquires into characteristics, functions and laws of evolution or development of the educational system and studies various educational phenomena and their causes.Foreign language education (FLE) is a sub-system of the educational system. The present educational system in China can be divided into pre-schooling education, elementary education, higher education and post-schooling life-long education, each of which contains subject education like Chinese education and English education. This thesis focuses itself on FLE at the elementary stage for the following reasons. Firstly, this choice, following rules of language teaching, is made agreeable with the general conception of education. Secondly, elementary education is a critical stage in the process of one’s education, especially in terms of FLE. Thirdly, FLE at this stage, viewed as a bridge between higher, secondary and primary educations, is an essential part of the holistic development of FLE. And finally, many problems have emerged in the present curriculum reform, which have hindered FLE development and unless these problems are solved promptly the reform may end up in failure.Grounded in the relationships between internal constituents of the FLE ecological system and its external conditions, we can see the system as constituted by its macro-ecology, intermediate-ecology and micro-ecology. The FLE macro-ecology is concerned with how socio-cultural environments including government policies influence FLE and the FLE intermediate-ecology, with curriculum design, its values and its orientation while the FLE micro-ecology is all about teaching theories and ideas derived from language philosophy to be put to use in FL classroom. The research shows that FL teachers in China are the main force and perhaps critical variables in the curriculum reform. This being the case, the greatest importance should be attached to the unbalanced ecology for their existence and to the problem of their professional development so as to construct a harmonious, balanced, and healthy FLE ecology.更多还原