【作者】 张家政；

【导师】 李森；

【作者基本信息】 西南大学 ， 课程与教学论， 2010， 博士

【摘要】 大学英语是大学本科课程体系的有机组成部分,大学英语教学是培养和提升大学生文化素养的重要途径之一。随着社会的发展和对外交流的需要,大学英语教学改革的呼声几乎没有停息过。2004年《大学英语课程教学要求(试行)》的颁布,大学英语教学研究的意义凸显出来。现实中大学英语教学在主体、内容、过程、评价等方面依然注重工具理性取向,造成“起点迷失”、“过程遮蔽”和“结果错位”,导致忽视大学英语教学的“文化交际”基础和“文化理解”过程的现象和问题。本研究从文化哲学的角度分析大学英语教学现实问题,认为以上问题的主要根源在于大学英语教学的工具理性取向。为有效解决这一问题,本研究从社会主导文化价值观的演变历程、世界高等教育改革与发展的趋势、教学文化研究的范式转换等角度入手,批判传统的大学英语教学注重教学的工具性而忽视人文性,主张工具性与人文性整合,从教学目标、内容、实施、评价等教学要素方面尝试建构文化哲学视野下的大学英语教学图景,为大学英语教学质量和水平的提高提供理论支持。本研究采用文献法、调查法、行动研究法、个案研究法、观察法、比较研究法和跨文化分析法等研究方法,对大学英语教学的工具理性表现,大学英语教学的人文性诉求,文化哲学视野下的大学英语教学目标、内容、实施和评价等问题进行系统而深入的研究。全文共分九个部分：第一部分为绪论。阐明本研究的缘起,目的与意义,思路与方法。第二部分为大学英语教学的工具理性合理性及其批判。本部分首先剖析大学英语教学的内涵,并阐明其特性。“大学英语教学”是以非外语专业本科生为对象,以对话、交流、理解与合作为基础,以外语教学理论为指导,以英语语言为载体,以英语语言知识与应用技能、跨文化交流和学习策略为主要内容的师生之间的语言知识、技能和文化的传承与创生的特殊交往活动。通过师生之间和不同文化之间的精神相遇和文化对接这种特殊交往活动,学生掌握基本的语言知识技能,形成正确的情感、态度、价值观,提升人文素养和跨文化交流能力。大学英语教学的特性主要体现为工具性、主体性、发展性和跨文化性。然后在分析大学英语教学工具性合理性的基础上对其纯工具理性倾向进行了批判。第三部分为大学英语教学改革的文化哲学视角。本部分首先剖析文化哲学的思想内涵,归纳社会主导文化价值理路演进的基本要求,介绍世界各国高等教育的发展诉求,阐明教学文化研究范式的转换,从而为从文化哲学视角研究大学英语教学的必要性奠定基础。然后从文化哲学视角阐述大学英语教学思路。第四部分为基于文化哲学的大学英语教学价值诉求。本部分首先论述大学英语教学价值的涵义。然后论述大学英语教学的工具性价值和人文性价值诉求：从历史的角度对大学英语教学工具合理性进行追溯,指出获取语言知识与语言技能、追求效率、追求显性功利是大学英语教学工具合理性的表现；大学英语教学的人文性价值诉求体现在主体性、发展性、文化理解性和文化批判性等方面。基于对其教学价值诉求的分析,倡导工具性与人文性的整合。第五部分为基于文化哲学的大学英语教学目标。本部分首先介绍我国大学英语教学目标的演变及发展历程,指出2004年以前突出强调语言教学的工具性特征,2004年以后开始注重语言教学的工具性与人文性的整合。然后从对学习者、社会生活、学科发展的研究等三个方面指出确立大学英语教学目标的依据,并在文化哲学理念的指引下,尝试从工具性和人文性两个维度对大学英语教学目标体系进行建构,指出工具性目标包括认知目标和技能目标；人文性目标包括审美目标、情感意志目标、人文素养目标等。第六部分为基于文化哲学的大学英语教学内容选择与组织。本部分首先论述文化哲学视野下大学英语教学内容选择的取向与原则：指出承认多样性和差异性的多元文化教育观和注重文化品性是大学英语教学内容选择的重要取向,阐述大学英语教学内容的选择应体现语言知识与文化内涵的统一、社会主流文化与思维方式的融合、共性化与个性化的统一、民族性与世界性的协调、现实性与长远性的整合和适合学生最近发展区等原则。然后分析当前我国大学英语教学内容的现状,并分别从听力、口语、阅读、翻译和写作等方面对文化哲学视野下大学英语教学内容进行建构,从关联性、统整性和开放性三个方面论述文化哲学视野下的大学英语教学内容组织。第七部分为基于文化哲学的大学英语教学实施。本部分首先从教师、学生和教学环境三个维度阐释文化哲学视野下的大学英语教学实施条件,然后阐明文化哲学视野下的大学英语教学实施路径,指出课堂教学、非网络第二课堂教学和基于网络的第二课堂教学是大学英语教学实施的有效途径。第八部分为基于文化哲学的大学英语教学评价。本部分分析传统的以知识本位和能力本位为核心理念的文化价值观下大学英语教学评价的弊端。然后对文化哲学视野下的大学英语教学评价进行建构,指出工具性与人文性的整合是大学英语教学评价理念的首要要求；在大学英语教学评价中应注重360度反馈评价、质性评价和理解性评价；教师是评价的主体,学生也是评价的主体；大学英语教学评价应坚持人文性、多元性和客观性原则。最后是结束语,总结本研究的主要结论并指出有待进一步研究的问题。更多还原

【Abstract】 College English is an integral part of the undergraduate curriculum system, and College English teaching and learning is one of important ways to foster and upgrade college students’cultural attainments. With social development and the needs of foreign exchange, the cry for college English teaching and learning reform has almost never ceased. Since 2004, with the publication of College English Curriculum Requirements (trial edition), there has been continuous discussion about the nature of College English teaching and learning, and the significance of research into College English teaching and learning has been highlighted. However, College English teaching and learning in practice still tends to be instrumentally rationality-oriented in its teaching and learning subjectivity, content, process and assessment, resulting in "loss of objectives", "process screened", "result dislocation", finally leading to the phenomena and problems of ignoring the basis of "cultural exchange" and the process of "cultural understanding" in College English teaching and learning. Due to the above, after analyzing the practical problems in College English teaching and learning from the perspective of cultural philosophy, this study attributes the chief causes to instrumental rationality-orientation in teaching and learning. To solve such real problems effectively, this study, with the introduction to the evolution process of the mainstream of social cultural values, the tendency of higher education reform and development over the world, and the shift of research paradigms in cultural teaching studies, criticizes the traditional College English teaching and learning, which has been focusing on its teaching and learning instrumentality while neglecting the humanity, advocates the integration of instrumentality and humanity in teaching and learning, and tries founding College English teaching and learning framework according to cultural philosophy from such teaching and learning elements as objectives, contents, implementation and assessment, so as to provide theoretical support for the improvement of College English teaching and learning quality.With the research methods of documentation, investigation, action research, case study, observation, comparison, cross-cultural analysis, this study conducts research into such issues as instrumentally rational manifestations of College English teaching and learning, humanity College English teaching and learning should pursue, College English teaching and learning objectives, contents, implementation and assessment from the perspective of cultural philosophy.The dissertation falls into eight parts:Part One introduces the origin of this study, literature review of the relevant studies, research purposes and significance, research thought and methods.Part Two analyzes the sensibility of instrumental rationality in College English teaching and learning, followed by the criticism of its deficiencies. To begin with, College English Teaching and Learning is defined and its special characteristics are explained. To be more specific, College English Teaching and Learning refers to a kind of special interactive activity on the basis of diaologue, communication, understanding and cooperation between College English teachers and non-English majors, foreign language teaching theories being its guidance, English language its vehicle, knowledge, practical skills of English language, intercultural communication and learning strategies its main components, in-class teaching and learning its main channel while net-based and non-net-based after-class teaching and learning the continuation of in-class one, aiming to help learners master language knowledge and skills, form right emotions, attitudes and values, enhance their humanistic attainments, intercultural communication based on intercultural understanding and critical cultural thinking. Instrumentality, subjectivity, development and cross-culture, etc. are the main characteristics of College English teaching and learning, different from primary, secondary English teaching and learning, different from teaching and learning English as a major. Then, after analyzing the sensibility of its instrumental rationality, this part criticizes pure instrumental rationality-oriented College English teaching and learning.Part Three focuses on studies of College English teaching and learning reform from perspective of cultural philosophy. It firstly analyzes ideology of cultural philosophy, summarizes essential requirements of the evolution process of the mainstream of social cultural values, analyzes the pursuit of higher education development in the world, clarifies the shift of research paradigms in cultural teaching studies, all of which lay a solid foundation for the necessity of studies on College English teaching and learning reform from perspective of cultural philosophy. Then it goes on to elaborate ideas of College English teaching and learning reform.Part Four elaborates cultural philosophy-based pursuit of College English teaching and learning values. To start with, this part discusses the connotations of College English teaching and learning. Then, it moves on to the discussion on the reasonable pursuit of College English teaching and learning instrumental values, asserting that acquisition of knowledge and skills, pursuit of efficiency and explicit utility are typical embodiments of sensible instrumentality of College English teaching and learning. Next, it continues on to the discussion that humanistic values, such subjectivity, developmentality, cultural understanding and critical cultural thinking should be what College English teaching and learning pursues as well, which is far more important. Based on the above, this part finally advocates the integrated pursuit of both instrumental and humanistic values in College English teaching and learning.Part Five elaborates the construction of College English teaching objectives on the basis of cultural philosophy. This part firstly reviews the evolution and development process of College English teaching and learning objectives, pointing out the dominant instrumental features of language teaching and learning objectives before the year of 2004, but the shift to the integration of instrumentality and humanity since 2004. Then, it discusses the basis for the construction of College English teaching and learning objectives, such as the studies about learners, social life and the development of English as a discipline. Based on the analysis of the College English teaching and learning objective traits and deficiencies of the previous College English teaching and learning objectives, cultural philosophy-based College English teaching and learning objective system is constructed from the dimensions of instrumentality and humanity—instrumental objectives including knowledge and skill, humanity objectives including morality education, emotion and willpower education, and esthetic education.Part Six copes with the content selection and organization of College English teaching and learning on the basis of cultural philosophy. This part firstly elaborates the important content selection orientations and principles of College English teaching and learning, orientations such as multicultural educational concept recognizing the diversity and differentiation, cultural understanding and appreciation, principles such as integration of language knowledge and cultural connotation, social mainstream culture and thought style, generality and individuality, present and future, coordination between nationality and worldwideness, recent development zone. Following the status quo analysis of College English teaching and learning is the cultural philosophy-based content system construction of College English teaching and learning, firstly, from facets of listening, speaking, reading, writing and translation, and then cultural philosophy-based content organization from aspects of relatedness, integrativeness and openness.Part Seven deals with cultural philosophy-based implementation of College English teaching and learning, including implementation factors—requirements of teachers, learners and environment, and effective implementation channels—in-class teaching and learning, net-based and non-netbased after-class teaching and learning.Part Eight centers on cultural philosophy-based College English teaching and learning assessment. This part begins with the shortcoming analysis of traditional College English teaching and learning assessment with standards of knowledge and ability as the core. Then it moves on to construct cultural philosophy-based College English teaching and learning assessment system, stating that basic assessment requirement is the integration of instrumentality and humanity, thus, emphasizing 360 degree feedback assessment, qualitative assessment and understanding assessment, both teachers and learners as assessing subjects, sticking to assessment principles of humanity, pluralism and objectivity.The last part is the conclusion, summarizing the major findings of the study and pointing out its problems that need further research.更多还原