"以课程为基础或以意识形态为基础":关于中国以课程为基础的意识形态和第二语言写作教学中的美德意识教育的行动研究:活动理论视角
1Faculty of Humanities and Social Science, Beijing University of Technology, Beijing, China.
Heliyon
|June 24, 2024
概括
中国大学教师面临的挑战是将基于课程的意识形态和美德意识整合到第二语言写作课程中. 行动研究建议探索教科书内容,建立虚拟社区,并系统地规划有效的意识形态教育.
科学领域:
- 教育教育教育教育教育教育.
- 课程开发 课程开发
- 外语教学外语教学学
背景情况:
- 在中国大学教师理解和探索基于课程的意识形态和第二语言写作教科书中的美德意识方面存在挑战.
- 当前的教学活动和内容模式往往单调,阻碍了有效的意识形态和美德意识教育.
- 需要将意识形态和美德意识教育更深入地纳入外语写作教学中.
研究的目的:
- 研究将基于课程的意识形态和良性意识教育融入第二语言写作教学的方法.
- 解决中国大学教师在这种融合中所面临的挑战.
- 在外语教育中为意识形态和美德意识课程开发系统的教学模式.
主要方法:
- 采用了双循环行动研究方法.
- 整合第二语言写作教学与基于课程的意识形态和良性意识教育.
- 通过教师的观察,采访和教师和学生的反思收集数据,在活动理论的框架内进行.
主要成果:
- 教师应该与教科书编译者的原则保持一致,在单元主题和内容中探索意识形态和政治元素.
- 建立基于课程的意识形态和美德意识的虚拟社区对于材料选择和教师需求至关重要.
- 为了有效实施课程,需要在所有专业教学方面采取系统的,有计划的方法.
结论:
- 有效的整合要求教师深入理解和利用教科书内容为意识形态目的.
- 社区建设,特别是虚拟社区,支持教师选择和提供意识形态和美德意识的内容.
- 基于课程的意识形态和良性意识课程的系统,多维的方法对于促进价值塑造,能力建设和在外语教育中传授知识至关重要.
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