摘要
鉴于现有中国文化融入大学英语教学研究的分散性,运用扎根理论,构架了中国文化融入大学英语教学过程的理论模型,阐述其过程的构成要素及其联动关系。研究发现,在融入动机形成阶段,大学英语教师通过动机识别并在相应资源保障下促成其动机形成;在融入策略和融入路径形成阶段,大学英语教师针对融入路径中产生的困难制定相应策略,并在实践中检验路径和策略的适应性;融入结果阶段的形成则因融入路径与融入策略的正向发展呈现正向结果。上述发现为大学英语教师开展相关实践和研究提供借鉴。
For the disperstiveness of the existing studies on the integration of Chinese culture into college English teaching,it used the grounded theory to establish a theoretical model of the integration of Chinese culture into college English.It stated elements and their interactions in the integration.The study found that in the formation of motivation,college English teachers form and realize motivations through identification of motives under the guarantee of resources;in the formation of integration strategies and paths,they formulate strategies according to perceived difficulties in the integration paths,and then test the adaptability of the path and strategy in practice;at last,the integration results are positive due to the positive development of the integration path and strategy.These findings provide practical reference for college English teachers to carry out related teaching practice.
作者
李慧
曹灵美
LI Hui;CAO Ling-mei(Department of Foreign Languages,Zhejiang College in Shanghai University of Finance&Economics,Jinhua,Zhejiang 321013,China)
出处
《教育教学论坛》
2024年第9期29-34,共6页
Education And Teaching Forum
基金
2022年度浙江省普通本科高校“十四五”教学改革项目“新文科视域下《习近平谈治国理政》融入婺文化英语教学体系的实践研究”(jg20220722)。
关键词
大学英语教学
扎根理论
融入过程
college English teaching
Grounded theory
Integration process
