Affiliation of Author(s):专用英语学院
Journal:跨文化研究论丛
Funded by:国家社科基金项目
Abstract:我国跨文化教学各阶段的教学案例开发落后于同时期跨文化教学理念的发展、教学内容的改进和教 学方法的创新。当前使用的教学案例缺乏跨文化接触中参试者对交际冲突的真实感受、他们的身份认同发 展和关于“第三空间”构建等声音。同时，教学问题的设计缺乏层层递进的思辨性。因此，有必要开展以教 学案例开发为目的的实证研究，帮助学生理解跨文化理论，提升应对跨文化冲突的能力。笔者通过反思在 中英两国开展的一项历时民族志研究，梳理出以实证研究为途径的跨文化教学案例开发流程，并结合中英 两国跨文化教学的经验，尝试设计出跨文化教学案例的教学配套环节，通过层层递进的思辨问答提升学生 的跨文化能力。本文提倡跨文化教学研究共同体通力合作，通过系统运用社会科学研究方法去聆听跨文化 交际亲历者的真实感受和他们的反思，采用质性研究中的深描方法撰写案例，运用跨学科理论知识进行案 例解析，并辅以教学配套环节设计，以促进我国跨文化教学。 Teaching cases based on data collected in the field are essential in enhancing students’ understanding of theories in intercultural communication and students’ appropriateness in coping with intercultural conflicts. However, teaching cases adopted in current practices may not satisfy the requirement of intercultural communication teaching in China, without considering about participants’ voices in intercultural conflicts, the development of identity and the issue of Third-space Construction. Meanwhile, questions in teaching cases need to be redesigned to improve students’ critical thinking abilities. This study analyses the developing process of a longitudinal ethnographic research carried out in China and the UK. It offers a case of teaching model to highlight the co-development of critical thinking ability and intercultural competence. This study suggests that the intercultural teaching and learning community develops teaching cases through empirical research, which can provide data for case writing and multidisciplinary theoretical framework for cases analysis.
Indexed by:Essay collection
Volume:1
Translation or Not:no
Date of Publication:2020-05-15
First Author:houjunxia
