精神分析学教学框架:一种根系学式的语言教学方法
1Vellore Institute of Technology, School of Social Sciences and Languages (SSL), Vandalur Kelambakkam Road, Chennai 600127, India.
MethodsX
|August 14, 2025
概括
精神分析教学框架 (SPF) 通过重视学生的表达和集体的意义创造来增强语言学习. 这种以学习者为中心的方法提高了多语言课堂的动机,文化联系和沟通技巧.
科学领域:
- 语言学的语言学.
- 教育教育教育教育教育教育.
- 后结构主义理论.
背景情况:
- 精神分析教学框架 (SPF) 提供了一种新的语言教学方法,借鉴了德勒兹和瓜塔利的后结构主义,反欧狄浦斯理论.
- 传统的语言教学经常强调对编码系统的掌握,可能会忽视学习的情感和创造性维度.
研究的目的:
- 在多语言英语课堂上实证验证精神分析教学框架 (SPF).
- 调查实施SPF的数量和质量结果.
- 探索SPF的根茎结构如何促进以学习者为中心的含义创造和表达.
主要方法:
- 在多语言英语课堂上展示SPF.
- 使用混合方法方法,包括定量和定性数据收集.
- 分析SPF的四个核心过程:打破,映射,连接和创建.
主要成果:
- 经验证据显示,学习者的动机,文化共和沟通能力明显改善.
- 该框架成功地拆除了占主导地位的语言制度,允许个性化的含义构造.
- 学习者被定位为积极的,渴望的主体,参与表达式的实验.
结论:
- 该SPF推进了一种以影响为媒介,以学习者为中心的语言学习范式.
- SPF整合了根系学和精神分析模型,促进了动态和创造性的学习成果.
- 语言学习被重新定义为一种生活的美学实践,即集体的创造意义和横向的变化.
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