文化价值观的变迁
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摘要
改革开放以来,中国社会在政治、经济、文化等各个领域都经历了巨大的变革,随之所体现出来的文化价值观也产生了显著的变化。因此,本文选取了期间的高中英语教材作为切入点,旨在对其各自所体现的文化价值观及其变迁程度进行初步探索。所选取的两套高中英语教材均由人民教育出版社出版,分别首次出版于1984年和2003年(以下分别简写为SEFC 1984和SEFC 2003)。这两套教材不仅具有一定的代表性,且在时间上间隔了将近二十年。
为证实这两套教材所蕴含的文化价值观是否确实存在差异,以及这是否能给高中英语教材的开发和编写带来一些启示,本文借助霍夫斯泰德所提出的五个文化尺度这一理论框架对两者进行了详细的比较和研究。作者将两套教材中所选取的题材、教材结构、评价方式、编排风格和质量以及所要求的教学模式等多个方面分别归入这五个不同文化尺度,然后进行分析和比较,并给出大量的举例和图表的方式加以说明阐述。为了论证这一理论框架对于本研究的适用性及适用程度,作者同时又对五位来自浙江省不同地区不同学校且使用过以上两套教材的英语教师进行了该研究课题相关内容的访谈。在此基础上,再将所得结果与由霍夫斯泰德的价值理论框架分析所得出的结论进行比较以观察两者的一致程度。本文在总结整个研究之后发现,访谈结果在很大程度上佐证了前文按五个文化尺度对教材价值观所做的理论分析。在经历二十年的变革之后,这两套高中英语教材中所蕴含的文化价值观的确产生了显著的变化。同时也再一次证明了霍夫斯泰德的这一理论框架的广泛适用性和有效性。最后,作者指出了本研究中的一些不足之处,也为后续研究提供了一些参考建议。
China has witnessed profound social changes in every area such as economy, politics and culture etc. since the Open Door Policy. And the embodied cultural values also have experienced a dramatic shift. So this thesis is intended to make an initial exploration of the shift of cultural values communicated in high school English textbooks. The two sets of textbooks this study selects are the English textbooks for Chinese high school students which were first published in 1984 and 2003 respectively (SEFC 1984 and SEFC 2003 for short) by the People's Education Press. These two sets of textbooks are not only typical but also with a time span of almost two decades.
The comparison of the cultural values reflected in the English textbooks is conducted by applying the theoretical framework of Geert Hofstede's five cultural dimensions to them. The topic and subject matter, the structure of the textbook as well as the teaching model, assessment and so on of each set of textbooks are analyzed and compared to see whether there are any differences in cultural value, or whether it can bring any enlightenment to the development and compilation of high school English textbooks. Meanwhile, a good many examples and tables are added to illustrate the differences. In order to verify the applicability of the value framework and the extent to which the results of the study can be evidenced, an interview with some high school English teachers about their personal opinions over the shift of cultural values in the textbook has been conducted. By comparing the findings of the previous analysis with that of the interview, the author finds that they are in accordance with each other to a great extent. The cultural values communicated in the English textbooks for high school students do have undergone a remarkable shift. Finally, the author also points out some limitations of the study and puts forward some suggestions for further research.
为证实这两套教材所蕴含的文化价值观是否确实存在差异,以及这是否能给高中英语教材的开发和编写带来一些启示,本文借助霍夫斯泰德所提出的五个文化尺度这一理论框架对两者进行了详细的比较和研究。作者将两套教材中所选取的题材、教材结构、评价方式、编排风格和质量以及所要求的教学模式等多个方面分别归入这五个不同文化尺度,然后进行分析和比较,并给出大量的举例和图表的方式加以说明阐述。为了论证这一理论框架对于本研究的适用性及适用程度,作者同时又对五位来自浙江省不同地区不同学校且使用过以上两套教材的英语教师进行了该研究课题相关内容的访谈。在此基础上,再将所得结果与由霍夫斯泰德的价值理论框架分析所得出的结论进行比较以观察两者的一致程度。本文在总结整个研究之后发现,访谈结果在很大程度上佐证了前文按五个文化尺度对教材价值观所做的理论分析。在经历二十年的变革之后,这两套高中英语教材中所蕴含的文化价值观的确产生了显著的变化。同时也再一次证明了霍夫斯泰德的这一理论框架的广泛适用性和有效性。最后,作者指出了本研究中的一些不足之处,也为后续研究提供了一些参考建议。
China has witnessed profound social changes in every area such as economy, politics and culture etc. since the Open Door Policy. And the embodied cultural values also have experienced a dramatic shift. So this thesis is intended to make an initial exploration of the shift of cultural values communicated in high school English textbooks. The two sets of textbooks this study selects are the English textbooks for Chinese high school students which were first published in 1984 and 2003 respectively (SEFC 1984 and SEFC 2003 for short) by the People's Education Press. These two sets of textbooks are not only typical but also with a time span of almost two decades.
The comparison of the cultural values reflected in the English textbooks is conducted by applying the theoretical framework of Geert Hofstede's five cultural dimensions to them. The topic and subject matter, the structure of the textbook as well as the teaching model, assessment and so on of each set of textbooks are analyzed and compared to see whether there are any differences in cultural value, or whether it can bring any enlightenment to the development and compilation of high school English textbooks. Meanwhile, a good many examples and tables are added to illustrate the differences. In order to verify the applicability of the value framework and the extent to which the results of the study can be evidenced, an interview with some high school English teachers about their personal opinions over the shift of cultural values in the textbook has been conducted. By comparing the findings of the previous analysis with that of the interview, the author finds that they are in accordance with each other to a great extent. The cultural values communicated in the English textbooks for high school students do have undergone a remarkable shift. Finally, the author also points out some limitations of the study and puts forward some suggestions for further research.
引文
1. Bates, D. G. & F. Plog. 1990. Cultural Anthropology (3rd edition). New York: McGraw Hill.
2. Black, P. & D. Wiliam. 1998. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan International, 80 (2): 139-148.
3. Brown, J. D. 1995. The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle / Thomson Learning Asia.
4. Cook, V. 2000. Second Language Learning and Language Teaching. Foreign Language Teaching and Research Press.
5. Cunningsworth, A. 2002. Choosing Your Coursebook. Shanghai Foreign Language Education Press.
6. Garrison, C. & M. Ehringhaus. 2007. Formative and Summative Assessments in the Classroom. Web Exclusive Publications.
7. Gudykunst, W. B. 1998. Bridging Differences: Effective Intergroup Communication, Thousand Oaks, CA: Sage.
8. Hird, D. 2004. Representations of Masculinity in Contemporary China. Paper given at the Joint Asian Studies Conference, Leeds University.
9. Hofstede, G 2001. Culture's Consequences (2nd edition). International Educational and Professional Publisher.
10. Johnson, K. 2002. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press.
11. Kluckhohn, C. 1951. Values and Value-orientations in the Theory of Action: An Exploration in Definition and Classification. Toward A General Theory of Action. Eds. Talcott Parsons and Edward. A. Shils. Cambridge MA: Harvard University Press.
12. Kluckhohn, F. R. & F. L. Strodtbeck. 1961. Variations in Value Orientation. Evanston, IL: Row, Peterson, and Company.
13. Kramasch, C. 1998. Language and Culture. Oxford University Press.
14. Nunan, D. 2002. Research Methods in Language Learning. Shanghai Foreign Language Education Press.
15.Nunan,D.2001.The Learner-Centred Curriculum:A study in second language teaching.Shanghai Foreign Language Education Press.
16.O'Malley,J.M.& A.U.Chamot.2001.Learning Strategies in Second Language Acquisition.Shanghai Foreign Language Education Press.
17.Pitrik,R.M.& A.Holzinger.2002.Student-Centered Teaching Meets New Media:Concept and Case Study.Educational Technology & Society.5(4).
18.Richards,J.C.& T.S.Rodgers.2000.Approaches and Methods in Language Teaching.Foreign Language Teaching and Research Press.
19.Rokeach,M.1973.The Nature of Human Values.London:The Free Press.
20.Samovar,L.A.,R.E.Porter & L.A.Stefani.1998.Communication between Cultures.Wadsworth Publishing Company.
21.陈曜,(2007),文化意识形态内容及其对EFL教材的意义,《襄樊学院学报》,第7期。
22.陈正霞,(2006),《对人教社新版高中英语教材的评价》(硕士论文),华中师范大学。
23.曹进,(2006),《新高中英语教材分析与评价》(硕士论文),东北师范大学。
24.迟若冰,(2005),《跨文化价值观理论和模型的引入:Kohl价值观选择卡片的应用》(硕士论文),上海外国语大学。
25.常宗林,(2004),《英汉语言文化学》,中国海洋大学出版社。
26.戴卓,(2007),《“范式”变迁与1976年后高中英语教学大纲的变革》(硕士论文),首都师范大学。
27.董翠翠,(2006),《<高中英语教材>(修订版)的理论分析与实践研究》(硕士论文),东北师范大学。
28.冯继康,(1994),论当代农民价值观念的变迁,《黑龙江社会科学》,第3期。
29.高永亭,(2003),《1978年以来六部中学英语教学大纲与英语课程标准的比较研究》(硕士论文),华东师范大学。
30.何瑞鑫&傅慧芳,(2006),新生代农民工的价值观变迁,《中国青年研究》,第4期。
31.黄希庭、张进辅&张蜀林,(1989),我国五城市青少年学生价值观的调查, 《心理学报》,第3期。
32.洪宗礼&柳士镇,(2000),中外母语教材比较研究丛书(共5册),江苏教育出版社。
33.姜春,(2005),新版高中英语教材特色分析,《外语教学研究》,第4期。
34.李逢春,(2005),《基于语料库的中学英语教学大纲的组织研究》(硕士论文),大连海事大学。
35.李建春,(2001),论当代中国农民价值观念的变迁,《华北电力大学学报(社会科学版)》,第3期。
36.李庆真,(2006),乡村知识群体青年时期价值观变迁研究,《青年研究》,第11期。
37.梁健丽,(2006),新旧人教版高中英语教材的对比评价,《广东教育·教研》,第1期。
38.林琼芳,(2001),高年级大学生价值观及其对职业价值观的影响,《广西高教研究》第2期。
39.刘道义,(1994),学习《全日制高级中学英语教学大纲》的体会,《教学大纲研究》,第1期。
40.刘道义,(1997),普通高中英语课的任务和教学目的,《课程·教材·教法》,第5期。
41.刘道义,(2003a),英语新课程所引起的教材变革,《课程教材改革》,第8期。
42.刘道义,罗少茜(2003b),全日制普通高级中学教科书(必修)《英语》介绍,《中小学教学教材》,第23期。
43.刘道义,(2005),On Evaluation Criteria of English Teaching materials,《中国外语》,第6期。
44.刘道义,(2006),新高中英语教材教法的继承与创新,《基础教育外语教学研究》,第5期。
45.刘晓,(2003),当代大学生价值观擅变的原因分析,《洛阳师范学院学报》,第3期。
46.刘永亮,(2006),《当代大学生价值观研究-对郑州市三所高校的调查分析》 (硕士论文),郑州大学。
47.刘子馨,(2002),教材出版的价值核心:提升人的素质,《中国出版》,第10期。
48.罗忠明,(2002),《基础教育<英语教学大纲>与<英语课程标准>的比较研究》(硕士论文),西南师范大学。
49.蒙维洋,(2007),英语教材的文化解释,《湖北成人教育学院学报》,第1期。
50.任志娟,(2007),新版高中英语教材的特点与使用建议,《教育革新》,第3期。
51.魏恩政,(1986),试论改革与农民价值观的变迁,《理论学刊》,第4期。
52.徐华春,(2006),《青年人生价值观的横断与纵向研究》(硕士论文),西南大学。
53.许力生,(2004),《跨文化交际英语教程》,上海外语教育出版社。
54.杨国颖,(2006),(NSEFC高中英语教材使用状况调查研究》(硕士论文),东北师范大学。
55.杨宜音,(1998),社会心理领域的价值观研究述要,《中国社会科学》,第2期。
56.杨宜音,(2004),《大学生人生价值观初探》,中国社会学网。
57.姚本先,(2007),新时期大学生价值观演变的轨迹、特点及原因,《高等教育研究》,第9期。
58.张明志,(2004),大学生文化价值观:变迁、冲突、调适与展望,《探索》,第3期。
2. Black, P. & D. Wiliam. 1998. Inside the Black Box: Raising Standards through Classroom Assessment. Phi Delta Kappan International, 80 (2): 139-148.
3. Brown, J. D. 1995. The Elements of Language Curriculum: A Systematic Approach to Program Development. Heinle & Heinle / Thomson Learning Asia.
4. Cook, V. 2000. Second Language Learning and Language Teaching. Foreign Language Teaching and Research Press.
5. Cunningsworth, A. 2002. Choosing Your Coursebook. Shanghai Foreign Language Education Press.
6. Garrison, C. & M. Ehringhaus. 2007. Formative and Summative Assessments in the Classroom. Web Exclusive Publications.
7. Gudykunst, W. B. 1998. Bridging Differences: Effective Intergroup Communication, Thousand Oaks, CA: Sage.
8. Hird, D. 2004. Representations of Masculinity in Contemporary China. Paper given at the Joint Asian Studies Conference, Leeds University.
9. Hofstede, G 2001. Culture's Consequences (2nd edition). International Educational and Professional Publisher.
10. Johnson, K. 2002. An Introduction to Foreign Language Learning and Teaching. Foreign Language Teaching and Research Press.
11. Kluckhohn, C. 1951. Values and Value-orientations in the Theory of Action: An Exploration in Definition and Classification. Toward A General Theory of Action. Eds. Talcott Parsons and Edward. A. Shils. Cambridge MA: Harvard University Press.
12. Kluckhohn, F. R. & F. L. Strodtbeck. 1961. Variations in Value Orientation. Evanston, IL: Row, Peterson, and Company.
13. Kramasch, C. 1998. Language and Culture. Oxford University Press.
14. Nunan, D. 2002. Research Methods in Language Learning. Shanghai Foreign Language Education Press.
15.Nunan,D.2001.The Learner-Centred Curriculum:A study in second language teaching.Shanghai Foreign Language Education Press.
16.O'Malley,J.M.& A.U.Chamot.2001.Learning Strategies in Second Language Acquisition.Shanghai Foreign Language Education Press.
17.Pitrik,R.M.& A.Holzinger.2002.Student-Centered Teaching Meets New Media:Concept and Case Study.Educational Technology & Society.5(4).
18.Richards,J.C.& T.S.Rodgers.2000.Approaches and Methods in Language Teaching.Foreign Language Teaching and Research Press.
19.Rokeach,M.1973.The Nature of Human Values.London:The Free Press.
20.Samovar,L.A.,R.E.Porter & L.A.Stefani.1998.Communication between Cultures.Wadsworth Publishing Company.
21.陈曜,(2007),文化意识形态内容及其对EFL教材的意义,《襄樊学院学报》,第7期。
22.陈正霞,(2006),《对人教社新版高中英语教材的评价》(硕士论文),华中师范大学。
23.曹进,(2006),《新高中英语教材分析与评价》(硕士论文),东北师范大学。
24.迟若冰,(2005),《跨文化价值观理论和模型的引入:Kohl价值观选择卡片的应用》(硕士论文),上海外国语大学。
25.常宗林,(2004),《英汉语言文化学》,中国海洋大学出版社。
26.戴卓,(2007),《“范式”变迁与1976年后高中英语教学大纲的变革》(硕士论文),首都师范大学。
27.董翠翠,(2006),《<高中英语教材>(修订版)的理论分析与实践研究》(硕士论文),东北师范大学。
28.冯继康,(1994),论当代农民价值观念的变迁,《黑龙江社会科学》,第3期。
29.高永亭,(2003),《1978年以来六部中学英语教学大纲与英语课程标准的比较研究》(硕士论文),华东师范大学。
30.何瑞鑫&傅慧芳,(2006),新生代农民工的价值观变迁,《中国青年研究》,第4期。
31.黄希庭、张进辅&张蜀林,(1989),我国五城市青少年学生价值观的调查, 《心理学报》,第3期。
32.洪宗礼&柳士镇,(2000),中外母语教材比较研究丛书(共5册),江苏教育出版社。
33.姜春,(2005),新版高中英语教材特色分析,《外语教学研究》,第4期。
34.李逢春,(2005),《基于语料库的中学英语教学大纲的组织研究》(硕士论文),大连海事大学。
35.李建春,(2001),论当代中国农民价值观念的变迁,《华北电力大学学报(社会科学版)》,第3期。
36.李庆真,(2006),乡村知识群体青年时期价值观变迁研究,《青年研究》,第11期。
37.梁健丽,(2006),新旧人教版高中英语教材的对比评价,《广东教育·教研》,第1期。
38.林琼芳,(2001),高年级大学生价值观及其对职业价值观的影响,《广西高教研究》第2期。
39.刘道义,(1994),学习《全日制高级中学英语教学大纲》的体会,《教学大纲研究》,第1期。
40.刘道义,(1997),普通高中英语课的任务和教学目的,《课程·教材·教法》,第5期。
41.刘道义,(2003a),英语新课程所引起的教材变革,《课程教材改革》,第8期。
42.刘道义,罗少茜(2003b),全日制普通高级中学教科书(必修)《英语》介绍,《中小学教学教材》,第23期。
43.刘道义,(2005),On Evaluation Criteria of English Teaching materials,《中国外语》,第6期。
44.刘道义,(2006),新高中英语教材教法的继承与创新,《基础教育外语教学研究》,第5期。
45.刘晓,(2003),当代大学生价值观擅变的原因分析,《洛阳师范学院学报》,第3期。
46.刘永亮,(2006),《当代大学生价值观研究-对郑州市三所高校的调查分析》 (硕士论文),郑州大学。
47.刘子馨,(2002),教材出版的价值核心:提升人的素质,《中国出版》,第10期。
48.罗忠明,(2002),《基础教育<英语教学大纲>与<英语课程标准>的比较研究》(硕士论文),西南师范大学。
49.蒙维洋,(2007),英语教材的文化解释,《湖北成人教育学院学报》,第1期。
50.任志娟,(2007),新版高中英语教材的特点与使用建议,《教育革新》,第3期。
51.魏恩政,(1986),试论改革与农民价值观的变迁,《理论学刊》,第4期。
52.徐华春,(2006),《青年人生价值观的横断与纵向研究》(硕士论文),西南大学。
53.许力生,(2004),《跨文化交际英语教程》,上海外语教育出版社。
54.杨国颖,(2006),(NSEFC高中英语教材使用状况调查研究》(硕士论文),东北师范大学。
55.杨宜音,(1998),社会心理领域的价值观研究述要,《中国社会科学》,第2期。
56.杨宜音,(2004),《大学生人生价值观初探》,中国社会学网。
57.姚本先,(2007),新时期大学生价值观演变的轨迹、特点及原因,《高等教育研究》,第9期。
58.张明志,(2004),大学生文化价值观:变迁、冲突、调适与展望,《探索》,第3期。