全球教育展望

近三年的英语高考试题中增加了中国文化元素的内容,体现了高中英语教学中的目标导向。从文化回应教学的视角统观普通高中的英语课程标准、教材、教学活动及评价,其中存在着课程标准中的文化回应要求没有得到很好落实、教材中有关中国文化回应教学内容缺位、教学宏观层面多年来忽视中国文化元素、教师组织的以语言知识为导向的文化教学过程只专注解题等问题,忽视了高考对中国文化综合考查的交际意义和文化意义。因此,高中英语教学改革呼唤文化回应教学的立场转向,在课程设置方面,显性课程与隐性课程开发相结合,搭建中国文化学习平台;在教学模式方面,实践"自主—合作式"中国文化学习模式,提升学习效果;在评价方面,以高考为导向,探索过程性评价方式。

In the recent three years' English National College Entrance Examination, we see a significant increase in Chinese cultural elements in the content, which reflects the goal orientation of English teaching in Senior High Schools. Observing the Curriculum Standards, textbooks, teaching activities, and evaluation of English in Senior High Schools, this study argues that there are several problems in culturally responsive teaching. The requirement of culturally responsive teaching from the Curriculum Standards are put into practice inadequately. The textbooks are in a shortage of culturally responsive content. The teaching and learning have been ignoring elements of Chinese culture for many years on a macro level. The teachers' language points-oriented culture teaching process only focuses on doing exercises correctly. The National College Entrance Examination ignores the communicative and cultural meaning of comprehensive Chinese culture. Hence the reform of high school English calls for the position change of culture teaching. That is to develop the explicit and implicit course together to provide platforms for students' culture learning; practice "autonomous — cooperative" learning style to improve the effect of Chinese culture learning; and explore ways of process assessment oriented towards the National College Entrance Examination.