【作者】 陈蓉；

【导师】 华霄颖；

【作者基本信息】 华东师范大学 ， 对外汉语教学， 2010， 硕士

【摘要】 当今的对外汉语教学界对于文化教学的地位问题已经达成了共识,认为学习语言与学习文化是密不可分的,要想具备良好的交际能力,不仅需要掌握目的语的语言形式,还应了解目的语国家的文化,因而,在对外汉语教学过程中应当进行文化教学。但对于语言教学中文化教学的内容、文化教学的方法与途径这些问题,人们的意见并不统一。从20世纪80年代开始,围绕文化教学这个主题,对外汉语教学界进行了热烈而有意义的讨论,这些讨论推动着对外汉语文化教学不断向前发展。但以往的对外汉语文化教学对目的语教学环境下的文化实践以及专门的文化课程关注不够,其文化教学的研究重心也主要集中在课堂教学方面,较少关注整体的目的语教学环境；此外,以往的对外汉语文化教学比较偏重主流文化的研究,对地域文化、都市文化、社群文化等不同形态的亚文化研究不够。这种研究现状启示我们要充分重视目的语环境下的文化教学实践。本文尝试将美国跨文化交际领域的著名学者莫兰教授所提出的文化体验理论(The Cultural Experience)以及体验式学习循环模式(Experiential Learning Cycle)引入对外汉语文化教学领域,对在华汉语强化教学项目中的文化体验进行描述、分析,归纳出文化体验的特征以及教学要求；并运用教育学中的隐性课程理论对在华汉语强化项目中的文化体验设置理念进行研究,以期为对外汉语文化教学提供借鉴。全文共分为四章。第一章对莫兰的文化体验理论进行概述,分析了文化体验的内涵、文化体验所涉及的文化内容以及教学实践过程中文化体验的不同表现形式。第二章以典型的在华汉语强化项目——CIEE为例,对其文化体验设置进行梳理、分析,归纳其文化体验设置中所涉及的文化内涵,并分析了体验式学习循环模式在文化体验中的运用。第三章对在华汉语强化教学项目中的文化体验设置进行了深层阐释,归纳出文化体验的特点以及教学要求,并从隐性课程视角来观照这些项目的文化体验。第四章对文化体验的设计理念进行了探究,并对对外汉语文化教学提出了相应建议。更多还原

【Abstract】 It is widely acknowledged that language learning can not be seperated from culture learning. If language learners intend to acquire good Communication Competence, they are required to learn both language forms and the target culture. But when it comes to the contents and methods of culture teaching, people don’t agree with each other. Since 1980s, scholars in Teaching Chinese as a Second Language had conducted series discussions and debates about culture teaching, which were good to culture teaching practices. However, past researches had given priority to cultural factors contained in language and very few people had concerned about specialized cultural curriculum or teaching practices. Besides, former researches were usually focused on classroom teaching, instead of the whole teaching environment. In addition to these, past researches covered a lot of National Culture, without adequate attention to the Subculture.Based on this situation of study, we translate the Cultural Experience Theory and the Experiential Learning Cycle proposed by Patrick R. Moran, and put these theories into Chinese Culture Teaching practice. Combined with Hidden Curriculum Theory, we describe and analyse the Cultural Experience of Extensive Chinese Programs in order to find the characters and teaching requests. In this way, we can induce the philosophy of these programs.In this dissertation, there are four chapters.The first chapter summrizes the theories of Cultural Experience and Experiential Learning Cycle.In the second chapter, we describe the ingredients of Cultural Experience in CIEE and analyse the effects of Experiential Learning Cycle.The third chapter interprets the characters and teaching requests of Cultural Experience.The last chapter explores the philosophy of Cultural Experience and make suggestions to culture teaching in the field of Teaching Chinese as a Second Language.更多还原