外语课程涵养家国情怀的具身教学路径研究

Research on the Embodied Teaching Path of Cultivating Homeland Feelings in Foreign Language Courses

在外语课程中构建具身化的语言环境和教学情境,贯通现实世界、书本世界和经验世界,潜移默化地涵养学生的家国情怀,是外语教师开展课程思政的迫切要求。我们要发挥外语的桥梁作用,讲好中国故事,激发学生的兴趣与求知欲,实现立德树人这一根本任务。而外语课程的教研教改往往过于侧重知识本位和能力本位,把注意力放在语言知识和应用技能培养上,产生了教书和育人相脱节等问题。因此,在学习方式上,需要超越“身心”二元论,实现由“脑学”到“身学”的转向;在学习动力上,需要超越“心智-情境”二元论,实现由“意志驱动”到“情境激发”的转向;在培养模式上,需要超越“主客”二元论,实现由“知识传递”到“关系建构”的转向。在具身教学实施过程中,教师需要从既定的课程体系出发,将家国元素融入教学设计,从学生的生活世界中提出富有思辨性的开放型议题,开展多元多样、生动活泼的对话,形成基于共同愿景的师生共同体,以达到语言技能、知识传递和精神塑造的最佳契合。

It is important to build an embodied language environment and teaching situation in foreign language courses and to cultivate students'homeland feelings imperceptibly by connecting the world,the book and the experience,which creates the urgent need for foreign language teachers to carry out curriculum-based ideological and political education.With the help of foreign language as a bridge,we can tell the Chinese stories well and stimulate students'interest and thirst for knowledge,thus realizing the fundamental task of fostering virtue through education.However,the reform of the teaching and research of foreign language courses tend to focus too much on knowledge and ability,and pay too much attention to the cultivation of language knowledge and applied skills,resulting in such problems as the disconnection between teaching and educating.Therefore,in terms of learning methods,it is necessary to go beyond the mind-body dualism and make the transition from"brain learning"to"body learning";in terms of learning motivation,we need to transcend the dualism of"mind-situation"and realize the transformation from"will driven"to"situation inspired";in the training mode,we need to go beyond the dualism of"subject-object"and realize the transformation from"knowledge transfer"to"relationship construction".In the implementation process of embodied teaching,teachers need to start from the established curriculum system,integrate family and country elements into the teaching design,design speculative and open questions related to the students'life,carry out diversified and lively dialogues,and form a teacher-student community based on the shared vision,so as to achieve the best combination of language skill improvement,knowledge transmission and spiritual shaping.