本文選題：跨文化交際　切入點(diǎn)：小學(xué)英語　出處：《上海師范大學(xué)》2017年碩士論文

【摘要】：英語,作為一門世界性語言,是人際交流溝通中運(yùn)用最廣泛的重要工具之一,這決定了英語語言具有交際性的功能;英語,不僅包含語言文字本身,而且包括語言文字背后悠長(zhǎng)的語言發(fā)展歷史、深厚的語言文化積淀及其內(nèi)涵。因此,作為一門語言類學(xué)科,英語學(xué)科教學(xué)目標(biāo)的取向不僅僅定位于對(duì)字詞句的理解、掌握和運(yùn)用靈活,更必須基于上述內(nèi)容的目標(biāo)定位,對(duì)學(xué)生的語言交際意識(shí)、語言交際能力以及對(duì)語言文化的感知理解與接受程度提出評(píng)價(jià)的要求。研究者通過各類中外文獻(xiàn)的研究,深入學(xué)習(xí)了解與跨文化交際相關(guān)的理論,從而結(jié)合學(xué)生實(shí)際學(xué)情,列舉跨文化交際中的障礙;隨后,研究就有關(guān)情境教學(xué)的基本含義,該教學(xué)法在課堂中的運(yùn)用情況及其積極意義開展論述。從跨文化交際視角審視小學(xué)英語情境教學(xué),研究者發(fā)現(xiàn)了英語教學(xué)中導(dǎo)入文化的必要性,并探索在小學(xué)英語教學(xué)中導(dǎo)入文化的方法。立足跨文化交際視角,設(shè)計(jì)小學(xué)英語情境教學(xué)的必要性一方面在于,跨文化交際能力養(yǎng)成對(duì)小學(xué)英語情境教學(xué)的實(shí)施有其內(nèi)在需求;另一方面在于,小學(xué)英語情境教學(xué)促進(jìn)學(xué)生跨文化交際能力的提升�；诳缥幕浑H視角與小學(xué)英語情境教學(xué)的內(nèi)在聯(lián)系,研究者一一闡述教學(xué)設(shè)計(jì)應(yīng)遵循的幾點(diǎn)原則;歸納總結(jié)設(shè)計(jì)方法,輔以淺顯易懂的實(shí)例,為教學(xué)實(shí)踐工作提供了明確的導(dǎo)向性意見。結(jié)合課堂教學(xué)實(shí)例的實(shí)踐研究,分析具體教學(xué)案例中的各環(huán)節(jié)設(shè)計(jì)意圖,并作相應(yīng)說明,旨在將理論研究所得化為實(shí)踐指導(dǎo),在課堂情境教學(xué)中更有效地培養(yǎng)學(xué)生跨文化交際意識(shí),促使跨文化交際行為的自然發(fā)生,從而提高學(xué)生的跨文化交際能力,并最終實(shí)現(xiàn)課堂教學(xué)有效性的提升。在上述研究的基礎(chǔ)上,研究者還進(jìn)一步開展實(shí)驗(yàn)研究——通過前后測(cè)練習(xí)、課堂跨文化交際活動(dòng)頻率觀察與記錄和學(xué)生問卷調(diào)查,檢測(cè)所設(shè)計(jì)并開展的教學(xué)是否真正增強(qiáng)了學(xué)生的英語學(xué)習(xí)興趣,夯實(shí)了學(xué)生的英語語言積累,提高了學(xué)生的跨文化交際能力,而結(jié)論顯然是肯定的。實(shí)證研究證實(shí)了本次探索的積極意義,為今后的教學(xué)提供了導(dǎo)向。但在實(shí)踐中仍會(huì)遇到瓶頸與困難,仍需要后續(xù)不斷地加以探索。
[Abstract]:English, as a world language, is one of the most widely used tools in interpersonal communication, which determines that English language has communicative functions. It also includes the long history of language development, the profound accumulation of language and culture and its connotation. Therefore, as a subject of language, the goal of English teaching is not only oriented towards the understanding of words and sentences. In order to master and apply flexibly, it is necessary to have a sense of language communication among students based on the objective orientation of the above contents. Through the research of various kinds of Chinese and foreign literature, the researchers study deeply the theories related to cross-cultural communication, so as to combine the students' actual learning situation. Then, the author discusses the basic meaning of situational teaching, its application in the classroom and its positive significance, and examines English situational teaching in primary schools from the perspective of intercultural communication. The researchers have discovered the necessity of introducing culture into English teaching, and explored the method of introducing culture into English teaching in primary schools. Based on the perspective of cross-cultural communication, the necessity of designing English situational teaching in primary schools lies in, on the one hand, the necessity of designing English situational teaching in primary schools. Intercultural communicative competence cultivation has its own demand for the implementation of English situational teaching in primary schools; on the other hand, English situational teaching in primary schools promotes the improvement of students' intercultural communicative competence. Based on the intrinsic relationship between intercultural communication and primary English situational teaching, the researcher expounds several principles that should be followed in teaching design, and summarizes the design methods. With simple and easy to understand examples, it provides a clear guidance for the teaching practice. Combined with the practical research of classroom teaching examples, this paper analyzes the design intention of each link in the specific teaching cases, and explains it accordingly. The purpose of this paper is to turn the theoretical research into practical guidance, to train students' awareness of intercultural communication more effectively in classroom situational teaching, to promote the natural occurrence of intercultural communication, and thus to improve students' intercultural communicative competence. Finally, the effectiveness of classroom teaching is improved. On the basis of the above research, the researcher also carries out further experimental research-observation and recording of the frequency of cross-cultural communication activities in the classroom and questionnaire survey of students through pre-and post-test exercises. Whether the designed and carried out teaching has really enhanced the students' interest in English learning, consolidated their English language accumulation, and improved their intercultural communicative competence. The conclusion is clearly positive. The positive significance of this exploration is confirmed by the empirical study, which provides guidance for the teaching in the future. However, it will still meet with bottlenecks and difficulties in practice, and it still needs to be explored continuously in the future.
【學(xué)位授予單位】：上海師范大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2017
【分類號(hào)】：G623.31

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