本文選題：高職教育 + 英語(yǔ)教學(xué)��； 參考：《湖北工業(yè)大學(xué)》2017年碩士論文

【摘要】：在全球經(jīng)濟(jì)迅猛發(fā)展的時(shí)代背景下,各國(guó)之間的文化交流活動(dòng)日漸頻繁。英語(yǔ)在國(guó)際上的廣泛使用對(duì)我國(guó)高職英語(yǔ)教學(xué)提出了新要求,即培養(yǎng)具有跨文化交際能力的高素質(zhì)人才。然而,在長(zhǎng)期沿襲的應(yīng)試教育背景下,高職英語(yǔ)教學(xué)依舊是以教授語(yǔ)言知識(shí)體系為中心的教學(xué)模式,很少甚至是完全忽略了對(duì)文化的教學(xué)與學(xué)習(xí),學(xué)生自然不可能具備較高的跨文化交際能力,致使雖然學(xué)了十多年英語(yǔ)的學(xué)生們?cè)谡鎸?shí)的英語(yǔ)情境中卻無(wú)法進(jìn)行順暢、有效的跨文化交流。對(duì)此國(guó)內(nèi)外很多學(xué)者做了大量的理論和實(shí)踐研究,然而對(duì)于通過(guò)加強(qiáng)高職學(xué)生的英語(yǔ)教育文化導(dǎo)入從而培養(yǎng)其跨文化交際能力的研究卻不多見(jiàn)。本研究深入調(diào)查了高職學(xué)生跨文化交際能力的現(xiàn)狀,通過(guò)問(wèn)卷的形式了解學(xué)生對(duì)文化學(xué)習(xí)的看法及其文化學(xué)習(xí)的途徑,教師對(duì)文化教學(xué)的看法及其教授文化知識(shí)的主要方法,以及教學(xué)體系中的文化導(dǎo)入內(nèi)容欠缺程度,揭示了目前高職英語(yǔ)在文化教學(xué)上存在的問(wèn)題,并提出了提高學(xué)生跨文化交際能力的相關(guān)策略,具有一定的現(xiàn)實(shí)意義。本研究以對(duì)高職英語(yǔ)教育文化導(dǎo)入的理論研究為基礎(chǔ),繼而通過(guò)問(wèn)卷調(diào)查對(duì)當(dāng)前高職英語(yǔ)教育文化導(dǎo)入的現(xiàn)狀做具體分析。本研究是以景德鎮(zhèn)學(xué)院為例,隨機(jī)挑選了一年級(jí)和二年級(jí)中的1200名各專(zhuān)業(yè)的學(xué)生和45位英語(yǔ)教師,對(duì)其進(jìn)行了測(cè)試和問(wèn)卷調(diào)查。隨后根據(jù)其中990份有效學(xué)生問(wèn)卷與45份有效教師問(wèn)卷,借助Microsoft Office Excel和SPSS處理分析調(diào)查所得數(shù)據(jù)。并且結(jié)合數(shù)據(jù)分析結(jié)果從以下幾個(gè)方面對(duì)當(dāng)前高職英語(yǔ)教育文化導(dǎo)入現(xiàn)狀進(jìn)行了深入分析:教學(xué)體系、教師現(xiàn)狀、學(xué)生現(xiàn)狀、以及廣泛存在的中國(guó)文化失語(yǔ)現(xiàn)狀。研究結(jié)果顯示:1.學(xué)生在跨文化交際方面總體水平較低;2.雖然我們一直強(qiáng)調(diào)文化學(xué)習(xí)的重要性,但學(xué)生對(duì)待英美文化知識(shí)學(xué)習(xí)態(tài)度被動(dòng),缺乏有效的學(xué)習(xí)方法和指導(dǎo),文化知識(shí)來(lái)源也很有限;3.教師在教學(xué)過(guò)程還有重語(yǔ)言輕文化的現(xiàn)象,課堂和書(shū)本中文化知識(shí)涉及有限�；谝陨犀F(xiàn)狀,本研究從高職英語(yǔ)教育大環(huán)境因素和教學(xué)主體因素兩個(gè)方面對(duì)當(dāng)前高職英語(yǔ)教育文化導(dǎo)入現(xiàn)狀原因進(jìn)行了分析,并提出了相關(guān)對(duì)策,即通過(guò)構(gòu)建跨文化交際能力培養(yǎng)的認(rèn)知體系、情感體系以及行為體系以加強(qiáng)高職英語(yǔ)教育的文化導(dǎo)入。
[Abstract]:Under the background of the rapid development of global economy, cultural exchanges between countries are becoming more and more frequent. The extensive use of English in the world has put forward a new requirement for higher vocational English teaching in our country, that is, to cultivate high-quality talents with cross-cultural communicative competence. However, under the background of exam-oriented education for a long time, English teaching in higher vocational colleges is still a teaching mode centered on teaching language knowledge system, and rarely or even completely neglects the teaching and learning of culture. It is not possible for students to have high intercultural communicative competence, so that students who have learned English for more than ten years can not communicate smoothly and effectively in real English situations. Many scholars at home and abroad have done a lot of theoretical and practical research. However, there are few researches on how to cultivate the intercultural communicative competence of vocational college students by strengthening the introduction of English education culture. This study investigates the current situation of students' intercultural communicative competence in higher vocational colleges, and through questionnaires, finds out the students' views on cultural learning and the approaches to cultural learning, the teachers' views on culture teaching and the main methods of teaching cultural knowledge. The lack of cultural introduction in the teaching system reveals the existing problems in cultural teaching in higher vocational English, and puts forward some relevant strategies to improve students' intercultural communicative competence, which has certain practical significance. This study is based on the theoretical research on the introduction of English education culture in higher vocational education, and then makes a concrete analysis of the current situation of English education culture introduction in higher vocational education through questionnaires. Taking Jingdezhen College as an example, 1200 students and 45 English teachers from grade one and grade two were randomly selected and tested with a questionnaire. Then according to 990 valid student questionnaires and 45 valid teacher questionnaires, the data were analyzed by Microsoft Office Excel and SPSS. Combined with the results of data analysis, this paper makes an in-depth analysis of the current situation of English culture introduction in higher vocational education from the following aspects: teaching system, teachers' status, students' status, and the widespread situation of Chinese cultural aphasia. The results of the study show that 1: 1. The overall level of cross-cultural communication is low. Although we have always emphasized the importance of cultural learning, the students' attitude towards learning British and American cultural knowledge is passive, lacking effective learning methods and guidance, and the source of cultural knowledge is very limited. Teachers also pay more attention to language than culture in the teaching process, and cultural knowledge in class and books is limited. Based on the above situation, this study analyzes the reasons for the introduction of English education culture in higher vocational education from two aspects: environmental factors and teaching subject factors, and puts forward some relevant countermeasures. That is, to strengthen the cultural introduction of higher vocational English education by constructing cognitive system, emotional system and behavioral system of cross-cultural communicative competence training.
【學(xué)位授予單位】：湖北工業(yè)大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類(lèi)號(hào)】：H319.3

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