【作者】 苗娟；

【导师】 张伊娜；

【作者基本信息】 南京师范大学 ， 英语语言文学， 2002， 硕士

【摘要】 20世纪80年代初，文化教学在中国外语教育中的重要性得到肯定，自此，文化教学便一直是外语界的一个热门话题。有关外语教育中的文化教学的研究更是如火如荼，包括文化教学的目标、重点、方法、评估等等。20年来，文化教学的研究取得了可喜的成果，尤其是这几年，一些高瞻远瞩的文化教学研究者相继提出，文化教学，乃至外语教育的目标不应仅仅是培养外语专业学生的外语语言能力或跨文化交流的技能和能力，而应是通过文化教学，乃至外语教育帮助他们实现人格的整合，形成创造性人格(胡文仲，1996；陈申，2000；高一虹，2001)。 然而，尽管理论研究硕果累累，在中国各大高校外语系进行的文化教学实践却似乎仍处于一种混乱无序的状态。同时，我们也不得不承认，这种混乱无序的文化教学实践直接影响到外语专业学生人格的发展。 正因如此，为了使中国各大高校外语系的文化教学实践尽早走出这种混乱无序的状态，本文作者首先在南京大学、南京师范大学进行了一次以采访和谈话形式为主的实证调查，对目前外语系的文化教学模式作一大体总结，并指出其给学生带来的种种负面影响，然后，以德国语言学家、哲学家威廉·冯·洪堡特的“完美人性”概念及其所提倡的“人本主义教学” (“个人的全面教学”)作为理论基础，扩展了先前的“人格整合”的概念，提出将“完美人格”(“全面均衡发展的人格”)作为目前外语教育中的文化教学的终极目标，并提倡在外语系进行“人本主义”的文化教学模式。作者认为，外语教师应该通过数年的文化教学，帮助学生形成“全面均衡发展的人格”，即拥有广泛的语言文化知识和跨文化交流的技能与能力，并且，具有健康的心理素质和很高的文化素养。以这种教学目标为指导思想，作者提出一套相对独立的，包括外语教育中的文化教学的大纲的制定，文化课程的设置，以及各种有效的文化教学方法在内的“人本主义”文化教学模式。更多还原

【Abstract】 Culture teaching in FLT has been drawing foreign language educators’ interests since its importance in FLT was recognized twenty years ago. Lots of researches have been made concerning its teaching objectives, contents, methods, assessments, etc. The most advanced one is the proposal of the self-actualized persons (Hu Wenzhong, 1996; Gao Yihong, 2001) or persons with creative spirits (Chen Shen, 2000) as the teaching objective.However, despite the prosperity of theoretical researches, the practice of culture teaching in foreign language departments in Chinese universities and colleges seems to be in an unsystematic and unsubstantial state, which directly brings negative effects on students’ development of personality.With the intention of improving the current culture teaching practice in FLT, this thesis, based on an empirical study of the present culture teaching practice and the negative effects it brings, and based on Wilhelm von Humboldt’s theory of the "ideal personality" and his proposition of "the humanistic education", expanding the previous concept of the "integrated personality", proposes the "ideal personality" (or harmoniously-developed personality) as the teaching objective, and the "humanistic model" as a suitable culture teaching model in FLT for foreign language majors, especially English majors. In the present author’s view, foreign language majors, after several years’ language and culture learning, should become ones with "ideal personality" (or harmoniously-developed personality) having command of extensive knowledge, cross-cultural communication skills, cross-cultural communication competence, and high ethnic, cultural and psychological quality. In the "humanistic model", she puts forth a complete culture teaching model, which consists of a relatively substantive culture teaching syllabus for FLT including the teaching objectives, contents, teaching principles and assessments, the layout of curriculum, and various teaching methods proposed.更多还原