“一带一路”背景下来华留学本科生跨文化交际能力培养模式的构建
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摘要
来华留学本科生需要跨越本族语言和非本族语言的文化交流这一问题,跨文化交际能力培养就成为了"一带一路"背景下来华留学本科生在对外汉语教学下的显著特征,国内对其进行研究的学者却门可罗雀。文章依托CDIO教育理念,对来华留学本科生进行研究,提出了构建跨文化交际能力的培养模式。这一培养模式的特点在于针对培养什么人和怎么培养人出发,实现了四个维度与培养跨文化交际能力深度融合。在功能上,它不仅要培养跨文化交际能力,解决"一带一路"背景下跨越本族语言和非本族语言的文化障碍,而且还要培养"人类命运共同体"的全球化意识。
Intercultural communicative competence is a typical feature on teaching Chinese as a foreign language of undergraduates studying in China under the background of "Belt and Road" due largely to crossing cultural exchanges between native language and non-native language, but few researches have been concerning it. Based on CDIO education concept, the present paper made a cultivating mode of intercultural communicative competence in undergraduates studying in China. The mode answers two questions--"what kind of people we cultivate" and "how to cultivate" by cooperating with four dimensions. It is believed that cultivating intercultural communicative competence is not just crossing cultural exchanges between native language and non-native language, but also cultivating the global awareness of a community of shared future for mankind.
Intercultural communicative competence is a typical feature on teaching Chinese as a foreign language of undergraduates studying in China under the background of "Belt and Road" due largely to crossing cultural exchanges between native language and non-native language, but few researches have been concerning it. Based on CDIO education concept, the present paper made a cultivating mode of intercultural communicative competence in undergraduates studying in China. The mode answers two questions--"what kind of people we cultivate" and "how to cultivate" by cooperating with four dimensions. It is believed that cultivating intercultural communicative competence is not just crossing cultural exchanges between native language and non-native language, but also cultivating the global awareness of a community of shared future for mankind.
引文
[1] 毕继万,张占一.跨文化意识与外语教学[J].天津师范大学学报,1991(5):72-76.
[2] 许力生.跨文化交际中的言谈规约问题[J].浙江大学学报(社会科学版),1995(4):24-30.
[3] 张艳,杨跃.网络外语教学新模式与跨文化交际能力[J].外语电化教学,2006(110):75-79.
[4] 康淑敏.外语教育中的文化意识培养[J].教育研究,2010(8):85-89.
[5] 顾晓乐.外语教学中跨文化交际能力培养之理论和实践模型[J].外语界,2017(1):79-88.
[6] 霍尔.无声的语言[M].何道宽,译.北京:北京大学出版社,2010.
[7] Wolfson,Nessa.Rules Of Speaking,Language and Communication[M].ed by Jack C.Richards and Richard W.Schmidt London Group Limited 5th impression,1990.
[8] 拉里·A·萨莫瓦,理查德·E·波特,埃德温·R·麦克丹尼尔.跨文化传播(第六版)[M].闵惠泉,贺文发,徐培喜,等译.北京:中国人民大学出版社,2013:163.
[9] 爱德华霍尔.超越文化[M].何道宽,译.北京:北京大学出版社,2010:16.
[10]高永晨.跨文化交际中的价值观与大学英语教学[J].苏州大学学报,1996(2):120-125.
[11]范捷平.“Stereotype”的意蕴及在跨文化交际中的功能[J].外语与外语教学,2003(10):27-30.
[12]康莉,李艳,高松晖.非英语专业大学生跨文化交际的深层障碍[J].解放军外国语学院学报,2005(3):54-58.
[13]张英.对外汉语文化因素与文化知识教学研究[J].外语与外语教学,2006(6):59-64.
[14]郭风岚.对外汉语教学目标的定位、分层与陈述[J].汉语学习,2007(5):71-77.
[15]詹城.论口译中的跨文化交际能力[J].外语教育教学,2010(6):78-79.
[16]胡文仲.从学科建设角度看我国跨文化交际学的现状和未来[J].外国语,2010(33-6):28-32.
[17]许力生,孙淑女.跨文化能力递进-交互培养模式构建[J].浙江大学学报(人文社会科学版),2013(43-4):113-121.
[18]王硕旺,洪成文.CDIO:美国麻省理工学院工程教育的经典模式——基于对CDIO课程大纲的解读[J].理工高教研究,2009,28(4):116-119.
①教育部《来华留学生高等教育质量规范(试行)》。
②国家中长期教育改革和发展规划纲要工作小组办公室《国家中长期教育改革和发展规划纲要(2010- 2020年)》。
[2] 许力生.跨文化交际中的言谈规约问题[J].浙江大学学报(社会科学版),1995(4):24-30.
[3] 张艳,杨跃.网络外语教学新模式与跨文化交际能力[J].外语电化教学,2006(110):75-79.
[4] 康淑敏.外语教育中的文化意识培养[J].教育研究,2010(8):85-89.
[5] 顾晓乐.外语教学中跨文化交际能力培养之理论和实践模型[J].外语界,2017(1):79-88.
[6] 霍尔.无声的语言[M].何道宽,译.北京:北京大学出版社,2010.
[7] Wolfson,Nessa.Rules Of Speaking,Language and Communication[M].ed by Jack C.Richards and Richard W.Schmidt London Group Limited 5th impression,1990.
[8] 拉里·A·萨莫瓦,理查德·E·波特,埃德温·R·麦克丹尼尔.跨文化传播(第六版)[M].闵惠泉,贺文发,徐培喜,等译.北京:中国人民大学出版社,2013:163.
[9] 爱德华霍尔.超越文化[M].何道宽,译.北京:北京大学出版社,2010:16.
[10]高永晨.跨文化交际中的价值观与大学英语教学[J].苏州大学学报,1996(2):120-125.
[11]范捷平.“Stereotype”的意蕴及在跨文化交际中的功能[J].外语与外语教学,2003(10):27-30.
[12]康莉,李艳,高松晖.非英语专业大学生跨文化交际的深层障碍[J].解放军外国语学院学报,2005(3):54-58.
[13]张英.对外汉语文化因素与文化知识教学研究[J].外语与外语教学,2006(6):59-64.
[14]郭风岚.对外汉语教学目标的定位、分层与陈述[J].汉语学习,2007(5):71-77.
[15]詹城.论口译中的跨文化交际能力[J].外语教育教学,2010(6):78-79.
[16]胡文仲.从学科建设角度看我国跨文化交际学的现状和未来[J].外国语,2010(33-6):28-32.
[17]许力生,孙淑女.跨文化能力递进-交互培养模式构建[J].浙江大学学报(人文社会科学版),2013(43-4):113-121.
[18]王硕旺,洪成文.CDIO:美国麻省理工学院工程教育的经典模式——基于对CDIO课程大纲的解读[J].理工高教研究,2009,28(4):116-119.
①教育部《来华留学生高等教育质量规范(试行)》。
②国家中长期教育改革和发展规划纲要工作小组办公室《国家中长期教育改革和发展规划纲要(2010- 2020年)》。