本文關(guān)鍵詞： 美國 高等院校 外語教育 政策 語種 課程 評估　出處：《華中科技大學(xué)》2012年博士論文　論文類型：學(xué)位論文

【摘要】：美國高等院校外語教育是伴隨美國高等教育發(fā)展起來的。殖民地時期的高等院校以拉丁語、希臘語等古典語言教學(xué)為主要教育內(nèi)容。獨立戰(zhàn)爭后,一些新辦的學(xué)院開始教授實用性的語言科目,法語、德語、西班牙語等歐洲現(xiàn)代語言因其在國際貿(mào)易中的實用性成為高等院校的補充科目,但現(xiàn)代語言被認(rèn)為缺乏心智訓(xùn)練的功能,是虛飾的課程,因此一直到南北戰(zhàn)爭前,美國高等院校仍然由古典語言及古典學(xué)科所主控。南北戰(zhàn)爭后到第二次世界大戰(zhàn),美國高等院校外語教育進入專業(yè)發(fā)展期,以法語和德語為主的現(xiàn)代語言教育得到發(fā)展,古典語言開始衰落。二戰(zhàn)后,美國高等院校外語教育進入多樣化發(fā)展時期,外語教育政策、語種、課程、評估等都發(fā)生了巨大變化。 二戰(zhàn)后,美國聯(lián)邦政府開始介入高等院校的外語教育,通過一系列法案并通過項目資助的形式來促進高等院校外語教育的發(fā)展。在美國聯(lián)邦政府的政策資助下,大量非西歐的現(xiàn)代語言進入高等院校,實現(xiàn)了外語語種的多樣化發(fā)展,學(xué)科、課程及課程開設(shè)機構(gòu)也發(fā)生了變革。美國外語專業(yè)協(xié)會為美國高等院校外語教育的專業(yè)標(biāo)準(zhǔn)制定、教師聘用、課程發(fā)展等各方面問題提供了政策建議。高等院校根據(jù)教育目標(biāo)、學(xué)生、社會和國家的需求,制定了相應(yīng)的外語教育政策措施。 二戰(zhàn)后,美國高等院校的外語教育語種實現(xiàn)了多樣化。除了傳統(tǒng)的古典語言、法語、德語、西班牙語等普遍被教授的語言之外,美國聯(lián)邦政府通過立法資助等規(guī)劃措施促使亞、非、拉等地的語言進入高等院校,高等院校逐漸成為美國外語資源和能力的巨大儲存庫。二戰(zhàn)后,西班牙語逐漸超越法語、德語成為第一大外語語種,較少被教授的語言的注冊率也逐年上升。高等院校外語教育語種注冊率的變遷,是美國高等教育中人文主義思想和工具主義思想博弈、語言觀的變化、聯(lián)邦政府的資助以及美國人口種族結(jié)構(gòu)變遷共同作用的結(jié)果。 二戰(zhàn)后,除了主流的文學(xué)和文化課程之外,美國高等院校開設(shè)了大量的、與職業(yè)相關(guān)的實用性外語課程,課程的實施和學(xué)習(xí)方式也發(fā)生了重大變化,發(fā)展了獨立學(xué)習(xí)、電腦輔助學(xué)習(xí)、海外學(xué)習(xí)等各類學(xué)習(xí)項目。此外,課程開設(shè)和實施的機構(gòu)除了傳統(tǒng)的外語院系之外,語言中心、語言和區(qū)域研究中心也是許多外語課程的重要開設(shè)機構(gòu)。外語課程的變化受到了二戰(zhàn)后美國高等教育課程主體、外語教育邏輯基礎(chǔ)以及學(xué)科基礎(chǔ)變化的影響。 二戰(zhàn)后,美國高等院校在學(xué)生的外語學(xué)習(xí)成績評估、教師評估以及外語教育項目的評估等方面進行了變革。外語測試在理論和實踐方面都得到了重大發(fā)展,學(xué)生檔案袋等質(zhì)性評估成為了重要的評估手段。對教師的評估包含了教學(xué)、學(xué)術(shù)研究和社會服務(wù)等三方面。為了應(yīng)對社會問責(zé)和提高外語項目的質(zhì)量和效益,外語項目評估也逐漸發(fā)展起來,結(jié)果評估成為項目評估的重要形式。 二戰(zhàn)后,美國高等院校外語教育在政策、外語語種、課程和評估等各方面的發(fā)展和變革既是外語教育的變革,更是美國高等教育所發(fā)生的變革在外語教育領(lǐng)域的反映。它對我國在21世紀(jì)建立與我國國際地位相適應(yīng)的高等院校外語教育體系具有重要的借鑒意義。
[Abstract]:The college foreign language education in the United States is accompanied by the development of American higher education. The universities of the colonial period in Latin, Greek and other classical language teaching as the main content of education. After the war, some new colleges began to teach practical subjects of language, French, German, Spanish and other modern European language because of its in international trade practical subjects as a complement of colleges and universities, but the modern language is that the lack of mental training function is tinseled course, so until before the civil war, American universities still by the classical language and classical discipline master. After the civil war to world war second, College of foreign language education the United States entered the professional development stage, the modern language education in French and German based development, the classical language began to decline. After the Second World War, foreign language education in American colleges and Universities Great changes have taken place in foreign language education policy, language, curriculum, evaluation and so on in the period of the development of the sample.
After World War II, the federal government began to intervene in foreign language education of colleges and universities, through a series of bills and through project funding in the form to promote the development of foreign language education of colleges and universities in the United States. The policy of the federal government funding, a large number of non Western Europe into modern language institutions, diversified development, foreign language discipline curriculum the course and mechanism has also changed. The United States Association of professional foreign language professional standards for foreign language education in U.S. colleges development, teacher employment, various aspects of the curriculum development issues provides policy suggestions. According to the educational objectives of higher institutions, students, social and national needs, formulate corresponding policies and measures of foreign language education.
After the Second World War, American college foreign language education language has diversified. In addition to the traditional classical language, French, German, Spanish and other outside widely taught languages, the federal government passed legislation to aid planning measures such as the Asia, and other places, pull into the language of colleges and universities, colleges and universities have gradually become a huge repository for the United States foreign language ability and resources. After World War II, the French German Spanish gradually beyond, has become the first foreign language, the language of the professor is less the registered rate also increased year by year. Changes of college foreign language education language enrollment, humanistic ideas and tools in American higher education ideology game, change the view of language, the federal government the support and interaction of the U.S. population racial structure change.
After World War II, in addition to the mainstream literature and culture course, colleges and universities in the United States opened a lot, and occupation related practical foreign language curriculum, curriculum implementation and learning have also undergone major changes, the development of independent learning, computer assisted learning, learning and other learning projects overseas. In addition, the courses and the implementation of the in addition to the traditional institutions, foreign language department Language Center, an important open center language and area studies but also many foreign language courses. In foreign language courses in higher education curriculum subject by the United States after World War II, effects of EFL education and discipline based logic changes.
After World War II, achievement evaluation in students' language learning in American higher education, teacher evaluation and foreign language education project evaluation and other aspects of the reform. Foreign language testing has been a significant development in the aspects of theory and practice, students' portfolio quality evaluation has become an important means of evaluation. Teachers' assessment includes teaching. The academic research and social service. In order to deal with the three aspects of social accountability and improve the quality and efficiency of foreign language project, project evaluation has been developed. The evaluation results become an important form of project evaluation.
After World War II, the college foreign language education in the policy of the United States, foreign language, curriculum and evaluation and other aspects of development and reform is the reform of foreign language education, but also reflects the changes in American higher education in the field of foreign language education. It has important significance to the establishment of China's foreign language education system in Colleges and universities to adapt to China's international status in twenty-first Century.

【學(xué)位授予單位】：華中科技大學(xué)
【學(xué)位級別】：博士
【學(xué)位授予年份】：2012
【分類號】：H09

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