期刊文献+

以产出为导向的研究生英语课程思政实践探索

Practical Exploration on Production-oriented Ideological and Political Education in Postgraduate English Courses
下载PDF
导出
摘要 研究生公共英语课程具有潜在的思想政治教育功能,此课程可以使学生既具备世界格局,又增强本民族意识,树立家国情怀,提升文化自信,在中西交流语境中,传播中华文化,同时也可以促进研究生个体的健康成长。实践表明,研究生较强的语言能力决定了研究生英语课程思政建设应以产出为导向,学用一体,教师主导,师生共建。 Postgraduate English courses provide students with not only an international perspective but also a national awareness,and thus function potentially in ideological and political education.By increasing cultural confidence and cultivating family and national sentiments,this course helps students to spread Chinese culture in cross-cultural communications,and meanwhile promotes students personal growth.Teaching practice has proved production-oriented approach s significance in the construction of ideological and political education in postgraduate English due to postgraduates solid language foundation.Ideological and political education in postgraduate English should integrate learning and application,teachers guidance and students involvements.
作者 刘洋 Liu Yang(School of Foreign Languages,Central China Normal University,Wuhan Hubei 430079)
出处 《教师教育论坛》 2021年第9期89-92,97,共5页 Teacher Education Forum
关键词 产出导向 研究生英语 课程思政 教学实践 production-oriented postgraduate English ideological and political education teaching practice
  • 相关文献

参考文献3

二级参考文献32

  • 1王策三.论教师的主导作用和学生的主体地位[J].北京师范大学学报(社会科学版),1983(6):70-76. 被引量:145
  • 2黄月圆,顾曰国.以学生为中心,多维一体的大学英语教学法[J].外语教学与研究,1996,28(2):9-13. 被引量:103
  • 3杨忠.培养技能 发展智能——外语教育工具性与人文性的统一[J].外语学刊,2007(6):133-137. 被引量:95
  • 4Larsen-Freeman, D. 2005. Teaching Language: From Grammar to Grammaring [M~. Bos- ton, MA:. Thomson Heinle.
  • 5Collins, J. & N. O'Brien (eds.). 2003. Greenwood Dictionary of Education ~-Z~. Westport, CT: Greenwood.
  • 6Hanten, G., X. Li, S. Chapman, P. Swank, J. Gamino, G. Roberson&H. Levin. 2007. De- velopment of verbal selective learning [J]. Developmental Neuropsychology 32 (1). 585-596.
  • 7Kirschner, P., J. Sweller & R. Clark. 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, expe- riential, and inquiry-based teaching [J]. Educational Psychologist 4(2) : 75-86.
  • 8Krashen, S. 1985. The Input Hypothesis: Issues and Implications I-M3. London: Longman.
  • 9Long, M. 1983. Native speaker/non-native speaker conversation and the negotiation of com- prehensible input [J]. Applied Linguistics 4:126-141.
  • 10Long, M. 1996. The role of the linguistic environment in second language acquisition I-A3. In W. Ritchie & T. Bhatia (eds.). Handbook of Second Language Acquisition [C3. SanDiego: Academic Press. 413-468.

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部