试论教学语言的规范化

On Normalization for Teaching Language

长期以来,人们对教学语言规范化标准的认识一直停留在浅表层面,这早已对教学语言水平的提高形成了不利的影响,根本无法适应现代化人才培养的需要。教学语言规范化的标准应体现教师行业语言的突出特点和教学工作对它的基本要求。其内容指标按程度可分为初、中、高级三个档次。这三个档次从内容、形式和方法等方面对教学语言的规范化作了具体而明确的规定,为真正优化教学语言的质量提出了前提条件。

For a long time people always understand the standard of normalization for teaching language in a superficial way, which is hindering the improvement of teaching language level. Such superficial understanding cannot fit in with the needs of personnel training. The standard of normalization for teaching language should embody the distinctive characteristics of teaching language and the basic requirements from teaching. The content of the standard can be sorted as three grades (elementary, middle, advanced), which specifically formulate the normalization for teaching language from its content, form and method.