从“任务链”到“生态圈”:大学英语教学的生态建构
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摘要
将生态语言学的理念应用到大学英语教学中,对大学英语教学进行生态建构,旨在使大学英语教学实现从"任务链"到"生态圈"的转向。混合式教学模式将慕课、微课、翻转课堂、智慧课堂等形式融入到课堂教学中,多维度满足了教学需求。构建协同教学、协同教研、协同创新的教师学习共同体,以完善大学英语教学可持续发展的"生态圈"。生态化大学英语教学质量体系的建构保证了大学英语教学的质量。大学英语教学的生态建构是外语教育发展的有效途径。
The concept of eco-linguistics is applied to college English teaching, and the ecological construction of college English teaching is performed in order to make the turn of college English teaching from "task chain" to "ecosystem". The "blended-learning" model integrates the form of "MOOC", "Micro Learning Resource", "Flipping classroom", and "Smartclass" into the classroom of college English teaching and satisfies the teaching needs from the perspective of multi-dimension. The "Faculty Learning Community" of collaborative teaching, collaborative teaching and research, and collaborative innovation is constructed in order to perfect the "ecosystem" of the sustainable development of college English teaching. The ecological construction of the "Quality System of College English Teaching" guarantees the quality of college English teaching. The ecological construction of college English teaching is an effective way for the development of foreign language education.
The concept of eco-linguistics is applied to college English teaching, and the ecological construction of college English teaching is performed in order to make the turn of college English teaching from "task chain" to "ecosystem". The "blended-learning" model integrates the form of "MOOC", "Micro Learning Resource", "Flipping classroom", and "Smartclass" into the classroom of college English teaching and satisfies the teaching needs from the perspective of multi-dimension. The "Faculty Learning Community" of collaborative teaching, collaborative teaching and research, and collaborative innovation is constructed in order to perfect the "ecosystem" of the sustainable development of college English teaching. The ecological construction of the "Quality System of College English Teaching" guarantees the quality of college English teaching. The ecological construction of college English teaching is an effective way for the development of foreign language education.
引文
[1] Haugen, Einar. The ecology of language[A]. In Anwar, S. Dil(ed.). The Ecology of Language: Essays by Einar Haugen[C]. Stanford: Stanford University Press,1972: 325-339.
[2] Bronfenbrenner, U. Making Human Beings Human: Bioecological Perspectives on Human Development[M]. Thousand Oaks: Sage, 2005.
[3] Bronfenbrenner, U. & P. Morris. The bioecological model of human development[A]. In W. Damon & R. Lemer(eds.). Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development(6th ed.)[C]. New York: Wiley, 2006: 793-828.
[4] Zeichner, K. Rethinking the connection between campus courses and field experiences in college- and university-based teacher education[J]. Journal of Teacher Education, 2010(1-2): 89-99.
[5] 黄国文. 外语教学与研究的生态化取向[J]. 中国外语, 2016(5): 9-13.
[6] 朱云翠. 基于生态语言学视角的大学英语教学生态系统调查分析[J]. 大学英语(学术版), 2017(1): 58-63.
[7] 王守仁. 高校外语教师发展的促进方式与途径[J]. 外语教学理论与实践, 2017(2): 1-4.
[8] 孙树芳. 大学外语课堂生态化模式研究[J]. 合肥工业大学学报(社会科学版), 2009(3): 33-37.
[9] 周文娟. 中国语境下生态语言学研究的理念与实践——黄国文生态语言学研究述评[J].西安外国语大学学报, 2017(3): 24-28.
[2] Bronfenbrenner, U. Making Human Beings Human: Bioecological Perspectives on Human Development[M]. Thousand Oaks: Sage, 2005.
[3] Bronfenbrenner, U. & P. Morris. The bioecological model of human development[A]. In W. Damon & R. Lemer(eds.). Handbook of Child Psychology, Vol. 1: Theoretical Models of Human Development(6th ed.)[C]. New York: Wiley, 2006: 793-828.
[4] Zeichner, K. Rethinking the connection between campus courses and field experiences in college- and university-based teacher education[J]. Journal of Teacher Education, 2010(1-2): 89-99.
[5] 黄国文. 外语教学与研究的生态化取向[J]. 中国外语, 2016(5): 9-13.
[6] 朱云翠. 基于生态语言学视角的大学英语教学生态系统调查分析[J]. 大学英语(学术版), 2017(1): 58-63.
[7] 王守仁. 高校外语教师发展的促进方式与途径[J]. 外语教学理论与实践, 2017(2): 1-4.
[8] 孙树芳. 大学外语课堂生态化模式研究[J]. 合肥工业大学学报(社会科学版), 2009(3): 33-37.
[9] 周文娟. 中国语境下生态语言学研究的理念与实践——黄国文生态语言学研究述评[J].西安外国语大学学报, 2017(3): 24-28.