發(fā)布時(shí)間：2024-11-30 10:43

　　在全球化背景下,不同國(guó)家、不同民族間的交流日趨頻繁,文化差異帶來(lái)的誤解與沖突也隨之而來(lái)。培養(yǎng)學(xué)生的跨文化交際能力是時(shí)代發(fā)展的需要,是我國(guó)基礎(chǔ)教育階段課標(biāo)中的一項(xiàng)要求,也是外語(yǔ)教學(xué)的目標(biāo)之一。一線外語(yǔ)教師認(rèn)同跨文化教學(xué)的重要性,卻在實(shí)際課堂教學(xué)中面臨諸多困難。從現(xiàn)有的文獻(xiàn)來(lái)分析,中學(xué)階段中跨文化教育的研究明顯不足,為提高中學(xué)生跨文化能力而設(shè)計(jì)的教學(xué)案例較少。因此,本論文聚焦中學(xué)階段跨文化教學(xué)實(shí)踐。研究選取上海市某中學(xué)六年級(jí)《文化探索》英語(yǔ)拓展課為對(duì)象,通過(guò)對(duì)本課程進(jìn)行教學(xué)設(shè)計(jì)、實(shí)施和評(píng)價(jià)來(lái)探索中學(xué)階段跨文化教學(xué)的實(shí)踐路徑。論文首先對(duì)跨文化能力、跨文化外語(yǔ)教學(xué)、教學(xué)設(shè)計(jì)理論進(jìn)行了闡述和文獻(xiàn)綜述,為后面的教學(xué)設(shè)計(jì)提供理論支撐。運(yùn)用Nation和Macalister(2010)的課程設(shè)計(jì)模型,從分析學(xué)生特點(diǎn)出發(fā),擬定教學(xué)原則、設(shè)定課程目標(biāo)、選定教學(xué)主題、設(shè)計(jì)教學(xué)活動(dòng)并確定評(píng)價(jià)方法。教學(xué)實(shí)驗(yàn)為期一個(gè)學(xué)期,共12次課,每次課40分鐘。在教學(xué)實(shí)施過(guò)程中,筆者對(duì)課堂主要教學(xué)活動(dòng)進(jìn)行錄像,并通過(guò)課堂觀察、學(xué)生反饋問(wèn)卷、教師反思日志及班主任訪談等方法,對(duì)教學(xué)設(shè)計(jì)的有效性進(jìn)行評(píng)價(jià);同時(shí),筆者還分別在學(xué)期始末采...

【文章頁(yè)數(shù)】：85 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
Acknowledgements
摘要
Abstract
Chapter One Introduction
    1.1 Research Background
    1.2 Research Purpose and Significance
    1.3 Research Methods
    1.4 Layout of the Thesis
Chapter Two Literature Review
    2.1 Intercultural Competence
        2.1.1 Defining Intercultural Competence
        2.1.2 Components of Intercultural Competence
        2.1.3 Models of Intercultural Competence
    2.2 Intercultural Approach to Foreign Language Teaching
        2.2.1 The Concept
        2.2.2 Fundamental Teaching Principles
        2.2.3 Teaching Content
        2.2.4 Teaching Methods
        2.2.5 Empirical Studies of Intercultural Approach
    2.3 Instructional Design
        2.3.1 An Overview of Instructional Design
        2.3.2 Instructional Design Models
Chapter Three Designing an Intercultural Course for Junior Middle School Students
    3.1 An Overview of the Designing Phase
    3.2 Considering the Environment and Discovering the Needs
    3.3 Following Principles of Intercultural Teaching
    3.4 Identifying the Teaching Goals
    3.5 Determining the Content and its Sequencing
    3.6 Finding a Format and Presenting Materials
    3.7 Designing Assessment Procedures
    3.8 Conducting Course Evaluation
Chapter Four Teaching and Evaluating the Intercultural Course
    4.1 Teaching the Course
        4.1.1 A Teaching Case:One World,One Language?
        4.1.2 Evaluating the Teaching Case
    4.2 Evaluating the Course
        4.2.1 Data Analysis of Questionnaires
        4.2.2 Analysis of the Interview
        4.2.3 Analysis of the Reflection Journal
    4.3 Discussions
Chapter Five Conclusion
    5.1 Summary of the Research
    5.2 Limitations of the Research
    5.3 Implications for the Future Research
References
Appendix1 Classroom Observation Scheme
Appendix2 Evaluative Questionnaire
Appendix3 Survey Questionnaire on ICC
Appendix4 An Outline for the Interview
Appendix5 A Teaching Plan



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