课堂：重新认识语言知识的地位

The Whole Classroom： A New Understanding of Language Knowledge

长久以来，外语界对语言知识的理论概念一直存在不同的认知和阐释，在语言知识的实践领域里也存在某种程度的分歧和误解。本文对某些比较普遍的误解进行了解析，并作了理论剖析和具体评议，在此基础上，从认知神经科学的角度，对于知识的形式与意义的关系，语词语句与语篇的关系进行了阐述，而且结合课堂教学的实际情况进行了具体分析。笔者提出了课堂生活的四种境界（语词的，认知的，情绪的，身心的），探究了基于身心境界的课堂整合的必要条件：完整的教师，完整的群体，完整的学生，完整的文本，完整的认知，完整的意象和完整的体验。笔者引用认知语言学的概念，阐释了学生课堂体验在吸收语言知识过程中的重要性。

The function of language knowledge is the sensitive topic in the fields of the studies of ELT. The paper presents some misunderstandings of how knowledge functions in the use of the English language, and then explains, based on the conception of the cognitive neuroscience, the deeply hidden connections of language form and meaning. According to this theory, the author introduces four levels to the assessment for the classroom teaching and learning： verbal level, cognitive level, emotional level and the whole-minded level. The highest level is the whole-minded level, which is very important to the student＇s whole-life growth, so we do expect to see the wholeness in every classroom in every school -- the whole teacher, the whole student, the whole class, the whole language, etc. which should be supported by the totally-embodied experiences of the particular student in the particular classroom well managed by the particular teacher.