新时代对高等教育提出了新要求,即落实立德树人的根本任务。课程思政是落实立德树人的有效途径。在课程思政引领下,大学英语的教学目标要将知识目标、能力目标和育人目标融为一体。本文分析了通用学术英语课程思政模式的必要性和重要性,并从社会文化理论和活动理论的角度探讨了教学模式的创新与整合。分析表明,在活动理论的视角下,教师、教学目标、教材、教学活动是构建该模式体系的重要因素。
The new era underlines the importance of enhancing ideological and political education in colleges and universities, calling for a new educational model to cultivate good quality of talents. All courses are required to raise talents’ moral standard, develop their intelligence, and improve their psychological health. This paper analyzes the necessity and importance of the mode innovation of ideological and political education in EGAP course, and probes into the challenges of the mode innovation and integration from the perspective of sociocultural theory by Vygotsky and activity theory by Engestrom. The analysis reveals that important factors in this mode system are teachers, teaching objectives, teaching materials, and teaching activities.
通用学术英语,课程思政,社会文化理论,活动理论, English for General Academic Purposes Ideological and Political Education Sociocultural Theory Activity Theory摘要
The new era underlines the importance of enhancing ideological and political education in colleges and universities, calling for a new educational model to cultivate good quality of talents. All courses are required to raise talents’ moral standard, develop their intelligence, and improve their psychological health. This paper analyzes the necessity and importance of the mode innovation of ideological and political education in EGAP course, and probes into the challenges of the mode innovation and integration from the perspective of sociocultural theory by Vygotsky and activity theory by Engestrom. The analysis reveals that important factors in this mode system are teachers, teaching objectives, teaching materials, and teaching activities.
Keywords:English for General Academic Purposes, Ideological and Political Education, Sociocultural Theory, Activity Theory
社会文化理论的核心概念有内化论(internalization)、中介论(mediation)、最近发展区(the zone of proximal development, ZPD)和活动理论(Activity Theory)。
内化是个体高级心理机能的发生和发展机制,高级思维机能首先是人与人之间交往的外部层面(interpsychological),然后是个体内部的思维层面(intrapsychological),这种从个体之间的外在思维活动转向个体内部的思维功能的过程就是内化 [4]。因此,社会环境和社会交际是个体高级心理机能发展的关键。中介论(mediation)人类从低级心理机能(听觉、嗅觉等)向高级心理机能(如言语思维、逻辑记忆、概念形成、随意注意、意志等)发展的过程中的决定性因素是社会文化环境。中介指构建主客体之间联系的社会关系、历史/文化制品、语言、科学概念等工具。从功能上看,中介可分为对外的物质工具和对内的心理工具。无论是物品、他人还是个体自身,都可促进或调节个体心理机能的发展,其过程是从物体调控(object-regulation)、他人调控(other-regulation)到自我调控(self-regulation)。语言是这一过程中最基本的中介工具。在调控过程中,语言的作用经历从社会言语(social-speech)、自我中心言语(egocentric-speech)、个体言语(private speech)到内在言语(inner speech)的发展。最近发展区(the zone of proximal development, ZPD)是维果茨基创造性地提出的概念,这是对教学与发展的动态关系认识的根本性突破。最近发展区是指儿童独立解决问题达到的实际发展水平与在成人的引导下或与更加聪明的同伴合作解题所确定的潜在发展水平之间的距离 [5]。最近发展区是高级心理机能发展的动态过程。
活动理论强调以“活动”为核心范畴描述和解释人的心智发生发展问题,更加明确了社会活动是主体学习和发展的最重要形式。因此,也有学者认为,社会文化理论实际上是关于人如何运用中介工具开展社会活动的理论 [6] [7]。A. N. Leontiev发展了Vygotsky的理论,强调了人类活动的集体本质。列昂捷夫认为,完整的活动是由需要、动机、目的、达到目的的条件和与这些成份相关的活动、动作、操作组成。
主体的能动性(agency),即动机、意志、选择等,在活动中起到非常重要的作用 [18]。教师作为授课主体,其理想信念、教学能力、个体经验、以及教师本人的价值观都是课程能否完成育人任务的影响因素。对于EAP教师的教学能力,英国学术英语讲师协会(British Association of Lectures in English for Academic Purposes, BALEAP)通过调查颁布了EAP教师能力框架,在学术知识、学生需求分析、课程发展及教学实践能力等四个方面有具体的衡量指标,如表1所示 [19]:
Competency framework for teachers of English for Academic Purpose
王皎皎. 通用学术英语课程思政的模式构建:社会文化理论视角Teaching Mode for Ideological and Political Education in EGAP from the Perspective of Sociocultural Theory[J]. 创新教育研究, 2021, 09(03): 538-544. https://doi.org/10.12677/CES.2021.93087
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