摘要
本研究是基于课堂教学实验的定性研究,以形成性评估方式,通过教师评估和学习者自我评估来分析以读者反应论为指导的读与说相结合的课堂教学模式的可行性,结果表明:在以文学为背景的中级汉语阅读教学中,以读者反应论作为教学指导,学生原有的知识文化背景在“读者文本”转换中发挥了积极作用,使学生能够创造性地填补阅读“空白”,加深对中国文化的了解,提高对文化差异的敏感度,同时也提高了语言产出。
This research advocates applying reader-response theory in teaching literature-based Chinese to foreigners in classroom teaching. It investigates the teaching model and effects by analyzing teaching journals, tape transcription, interviews and students’ self-evaluation. The formative performance assessment shows that: 1) The readers’ background knowledge has a positive influence on the shifting of the “reader’s text”, so that they fill the reading “blanks” in creative ways; 2) The teaching enhances the readers’ cross-cultural communicative competence and stimulates the output of the target language.
出处
《语言教学与研究》
CSSCI
北大核心
2005年第2期14-21,共8页
Language Teaching and Linguistic Studies
