对话理论视域下的英语专业硕士生研究性学习能力发展研究
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摘要
将英语专业硕士生研究性学习能力置于对话理论框架下展开研究,既具有理论指导意义,也具有实际应用价值。对话理论的核心是师生交流的平等性、创造性、批判性,现实中师生之间的交流在师生两方面都存在相当多的问题。教师在与学生的对话实践中,应在发挥导师主导性作用的同时,贯彻平等性、创造性、批判性原则,提高学生融入社会的人际交往能力、研究性学习能力、跨文化对话能力,从而开发并推动其研究性学习能力的良性发展。
It is of both theoretical and practical significance to research on the inquiry learning ability of postgraduates majoring in English in the framework of "dialogue theory." The core of dialogue theory is the equality, creativity and criticalness of the communication between teachers and students. In reality, there are quite a lot of problems existing in the communication between teachers and students. Teachers should play a leading role in the dialogue practice with students, and at the same time, they should implement the principles of equality, creativity and criticalness, improving students' interpersonal communicative ability to integrate into society, inquiry learning ability, and cross-cultural dialogue ability, so as to develop and promote the sound development of their inquiry learning ability.
It is of both theoretical and practical significance to research on the inquiry learning ability of postgraduates majoring in English in the framework of "dialogue theory." The core of dialogue theory is the equality, creativity and criticalness of the communication between teachers and students. In reality, there are quite a lot of problems existing in the communication between teachers and students. Teachers should play a leading role in the dialogue practice with students, and at the same time, they should implement the principles of equality, creativity and criticalness, improving students' interpersonal communicative ability to integrate into society, inquiry learning ability, and cross-cultural dialogue ability, so as to develop and promote the sound development of their inquiry learning ability.
引文
[1]秦妍.基于对话理论的硕士生研究性学习探究[D].郑州:郑州大学,2011.
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[13]张媛,翟哲.“围城”中的“历史人”——论李梅亭与霍华德·科克形象的伦理悖论及镜鉴意义[J].重庆邮电大学学报(社会科学版),2018(3):135-141.
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[15]韦玉香,张媛.国家语言战略视角下船舶与海洋工程专业学生外语能力调查与培养方略[J].英语广场,2017(5):69-71.
[16]翟哲,张媛.论赛珍珠小说故事层的通俗化叙事[J].英语广场,2018(4):30-32.
[17]张媛,穆坤坤.基于数据库平台的赛珍珠研究综述(1978-2017)[J].江苏科技大学学报(社会科学版),2018(3):36-46.
[2]胡兴宏.关于学校实施研究性学习的构想[J].上海教育科研,2000(1):6-8.
[3]李零.丧家狗:我读《论语》[M].太原:山西人民出版社,2017:19.
[4]柏拉图.柏拉图对话录[M].王太庆,译.北京:商务印书馆,2004:182.
[5]巴赫金.文本、对话与人文[M].石家庄:河北教育出版社,1998:356.
[6]巴赫金.诗学与访谈[M].石家庄:河北教育出版社,1998:574.
[7]哈贝马斯.交往行为理论:第1卷[M].上海:上海人民出版社,2004:95.
[8]童庆炳.文学理论教程[M].北京:高等教育出版社,2015:46.
[9]马丁·布伯.我与你[M].北京:三联书店,1986:32.
[10]戴维·伯姆.论对话[M].王松涛,译.北京:教育科学出版社,2004:6.
[11]保罗·弗莱雷.被压迫者教育学[M].顾建新,译.上海:华东师范大学出版社,2001.3.
[12]王静.从“接受培育”走向“平等对话”——教育活动中师生观的嬗变[J].中国成人教育,2016(5):129-131.
[13]张媛,翟哲.“围城”中的“历史人”——论李梅亭与霍华德·科克形象的伦理悖论及镜鉴意义[J].重庆邮电大学学报(社会科学版),2018(3):135-141.
[14]张媛,李敏.赛珍珠与庄台出版公司关系钩沉[J].江苏科技大学学报(社会科学版),2017(4):32-40.
[15]韦玉香,张媛.国家语言战略视角下船舶与海洋工程专业学生外语能力调查与培养方略[J].英语广场,2017(5):69-71.
[16]翟哲,张媛.论赛珍珠小说故事层的通俗化叙事[J].英语广场,2018(4):30-32.
[17]张媛,穆坤坤.基于数据库平台的赛珍珠研究综述(1978-2017)[J].江苏科技大学学报(社会科学版),2018(3):36-46.