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文化被公认为是外语教学中的一个重要组成部分,可是综观全局,文化教学尚未被完全融入语言教学中。在实验教学中,文化仍处于一种边缘化状态,甚至往往被琐碎化。一些学者认为,语言与文化没有完全融合的主要责任在于教材。针对如何评估教材中的文化教学,本文提出一个理论框架。在此理论基础上,以当今主要的七种初级中文教材为对象,进行一个量和质两方面的个案研究。在数据收集方面,本文提出一个计算“文化教学点”的方法,详细报告并分析了各教材中的“文化教学点”的计量。虽然近年的教材普遍地越来越重视文化教学,可是在文化教学的“质”方面,特别是在行为文化以及文化视角(亦称“文化思维”)的教学方面还有待提高。文章最后对未来的对外汉语教材如何更好地将文化融合进语言教学提出了一些建议。
Culture is widely recognized as an important part of foreign language teaching. However, comprehensively speaking, cultural teaching has not been fully integrated into language teaching. In experimental teaching, culture is still in a marginalized state, often trivialized. Some scholars believe that language and culture are not fully integrated the main responsibility lies in teaching materials. Aiming at how to evaluate the teaching of culture in teaching materials, this paper proposes a theoretical framework. On the basis of this theory, we take a case study of two primary types of primary Chinese textbooks. In the aspect of data collection, this paper presents a method to calculate “culture teaching point ”, reports and analyzes in detail “cultural teaching point ” in each textbook. Although the teaching materials in recent years generally pay more and more attention to the teaching of culture, there is room for improvement in the teaching of “quality”, especially in the teaching of behavioral culture and cultural perspectives (also known as “cultural thinking”). Finally, the article puts forward some suggestions on how to integrate culture into language teaching better in the future teaching materials of Chinese as a foreign language.