张红玲 以跨文化教育为导向的外语教学.pdfVIP

以跨文化教育为导向的 外语教学理论与设计 上海外国语大学 张红玲 zhlinda66@126.com 讨论提纲 • 跨文化教育的时代背景和意义 • 跨文化教育的内涵 • 跨文化教育的方法 • 外语教育的人文性 • 以跨文化教育为导向的外语教育 • 教学改革与教学活动设计案例 Intercultural Education 跨文化教育 • 跨文化教育的实践历史悠久，但理论探讨于 20世纪70年代才出现，而真正形成理性研 究是在联合国教科文组织的文献中。 • UNESCO (1992) : International Conference on Education, 43rd Session, The Contribution of Education to Cultural Development ( 《教育 对文化发展的贡献》). • UNESCO (2006) : UNESCO Guidelines on Intercultural Education( 《跨文化教育指 南》). Intercultural/multicultural education （UNESCO ，1992) • Intended for all pupils and citizens, this education is designed to promote respect for cultural diversity and mutual understanding and enrichment. • A true approach to such education should not limit itself to providing supplementary content, or be confined to peripheral school activities or to certain disciplines, but should permeate all teaching and the whole educational structure. • This education involves the joint responsibility of educationists and all the other partners involved, including the family, cultural establishments and the media. UNESCO Guidelines on Intercultural Education （2006 ） • The term multicultural describes the culturally diverse nature of human society. It not only refers to elements of ethnic or national culture, but also includes linguistic, religious and socio-economic diversity. • Interculturality is a dynamic concept and refers to evolving relations between cultural groups. It has been defined as “the existence and equitable interaction of diverse cultures and the possibility of generating shared cultural expressions through dialogue and mutual respect.” Two Approaches • Intercultural Education aims