“世界华文文学”课程思政的实施与思考

高校的"世界华文文学"课程,蕴含着丰富的课程思政资源。其中的反殖民主义主题、思乡爱国主题以及海外华人寻根主题的作品,有着极其重要的思想政治教育价值。在实施课程思政过程中,应当通过时代背景的融入、民族文化的弘扬和作家人格的推崇等方式,来全面加以实施。而要取得良好的课程思政效果,必须在世界华文文学的教学方法、各类教材开发、课程内容衔接等方面进行改革与创新。     

高校英语专业文学课程跨学科设置模式初探

人类的认识是一个从整体到分化再到整体的过程,学科发展的规律也是由综合到分化再到综合的过程。在高等教育全面推进素质教育的大背景下,高校英语专业文学课程必将经历单一性、局限性向跨学科开放性的课程机制转型。探究文学课程改革背后蕴涵的深刻理论对课程体系的调整和增容具有重要意义。英语文学课程改革的主要策略:调整老课程和创设新课程相结合,英语文学课程与相关学科科际整合,调整评价体系。     

民族高校文学课程教学改革刍议

本文从分析当前民族高校扩招后文学教育和文学课程教学过程中存在的问题入手,认为民族高校文学课程的教改应当在于大力张扬文学性的教育,以培养学生的文学感受能力、审美能力和想像力作为文学课程教学的核心基点,通过实施课堂内外的相关教改措施,达到提升学生文学审美和创作综合素质的教育目的。     

大学生文化素质教育课程设置研究

文章分析了目前国内高校大学生文化素质教育课程设置普遍存在的问题,提出了我国大学生文化素质教育课程设置应以体现文化性特征为指导原则;课程体系应以文学、历史、哲学、艺术学科为构建核心;并据此确定了大学生文化素质教育课程体系的基本框架。     

高师英语教学法课程改革探究

我国的师范教育专业应该体现其教师的专业化和师范性特点,这需要通过教育类的课程的设置来实现.英语教学法课程是帮助学生掌握英语专业必备的教育教学理论,形成教育教学能力和掌握教学技巧的一门重要教育类课程.长期以来,各师范类高校更重视学科专业基础课的教学,而忽略了对学科教学法课程的教学,高校师范类英语教学法课程需要从教学理念、教学内容、教学方法、考核方式等几个方面进行改革.     

基于学科育人价值的高中英语课程思政探究

课程思政是指以构建全员、全程、全课程育人格局的形式将各类课程与思想政治理论课同向而行,形成协同效应,把“立德树人”作为教育的根本任务的一种综合教育理念。高中英语课程思政是指英语学科教学以英语语言学习为载体,承载思想政治理论教育,进行学科育人价值引领。英语课程在学科思政方面具有其独特的优势。作为教学活动的组织者、引导者和实施者,英语教师通过探析教材文本思政元素、充分发挥英语课堂教学主渠道的育人作用和创造性地开展课程思政实践活动,落实学科育人价值,落地学科核心素养,使英语课程思政育人价值最大化。     

借鉴通识教育理念构建素质教育课程设置

围绕国外通识教育及我国大学文化素质教育基本理念,将两者进行比较,分析了高校大学文化素质教育课程设置现状及所存在的问题,结合国外大学"通识教育"的精华,提出我国高校大学生文化素质教育课程体系应以文学、历史、哲学、艺术学科为核心进行构建。     

英语专业特性的课程化

英语在学科、社会经济和人的发展几个方面发挥的作用决定了其有权作为独立的专业而存在。其专业特性决定于其存在性,并通过课程表现出来。其中,学科特性主要表现在英语语言学类课程的开设;促进人的发展的特性主要表现在英语人文课程的开设;经济与社会特性主要表现在英语专业方向课程的开设。最大限度地以英语为语言媒介是体现英语专业特性的课程在实施过程中具有的共同特征。而英语语言技能类课程,以及用英语之外语言开设的人文课程、职业课程等皆不反映英语专业的专业特性。     

问题与对策:英语文学阅读课程设置原则与实践——基于华东师大英语系文学阅读课程的实验

英语文学阅读课程应是英语语言文学专业的主要课程之一,但是多年来文学课程在英语学科中的式微已是不争的事实。与之相关的是,英语专业学生阅读原著少,学科能力弱,人文素质培养缺少根基,在很多学校这也成为了普遍的现象。本文以华东师大英语系综合改革过程中设置的系列文学阅读课程的实践为例,阐述文学阅读课程的作用、教学过程中得到的收获与碰到的问题以及课程设置的原则,通过介绍与讨论文学阅读课程的实践探求英语专业学生的培养路径。     

我国高等院校大学语文课程设置的价值研究

大学语文学科教育有其自身的阶段性使命和价值。自1978年南京大学校长匡亚明倡导恢复大学语文课程以来,此门学科在我国高校已有30年的历史。在全国的几百所高校中已成为必修课或是选修课。教育部高教司明确规定：大学语文课,是普通高校中面向文（汉语言文学专业除外）、理、工、农、医、财经、政法、外语、艺术、教育等各类专业学生开设的一门文化素质教育课程：     

新课程下小学英语教师职前教育课程改革探讨

课程是教育的载体,是培养目标的具体化,小学英语教师职前教育课程设置决定着小学英语师资的培养质量。高等师范院校英语教育专业的课程体系存在着培养目标定位不准确、课程目标模糊、课程结构不合理、课程设置与小学英语教育脱节等问题。所以,应从培养目标与课程目标的准确定位、课程结构的整体优化、课程设置与小学英语教育的紧密衔接等方面进行具有全程规划性的调整与改革,重构一个科学合理的小学英语教师职前教育课程体系。     

Literary English and the Challenge of Multimodality

How to understand and argue for the nature and place of literary texts and experience in contemporary English curriculum has been and continues to be the subject of much debate. While literature as traditionally conceptualised remains an important presence in much English curriculum, the notion of what ‘literature’ is, or what the category of ‘literary’ texts and cultural forms might encompass, in a context where literacy is understood as multimodal and English and literacy curriculum addresses multimodal literacies accordingly, is less clear. This paper addresses two areas with respect to literature and literature teaching in the digital age: first, issues surrounding the ways in which national curriculum guidelines in England and Australia envisage the teaching of literature, in principle and in practice; and second, the challenges presented to print-based conceptions of literature and literature teaching within English by significantly broader conceptualisations of literature encompassing a range of aesthetic multimodal texts and forms. The kinds of insights, experience and understandings generated through the study and creation of literary and aesthetic texts in English, it is argued, are now needed more than ever. However, as literary experience becomes increasingly transmodal, how English seeks to manage media shift to encompass both print and digital forms remains a challenging issue.     

陕西省农村初中英语课程资源开发利用的途径和方法

课程资源开发与利用是新一轮基础教育课程改革与实施的重要保障,开发多样化、本土化的课程资源是打破以教科书为主要学习材料的传统课程体系的突破口。本文试图对陕西省农村初级中学英语课程资源的现状进行调查和研究,探讨相应的开发与利用的途径和方法,既可以丰富现有的英语课程资源研究,也可以为农村中学英语教育的发展提供参考意见。     

高职公共英语教学改革探索与实践

在高等职业教育中,高职公共英语课程不仅肩负着培养生产和管理方面的人才,也肩负着培养具有人文精神和跨文化交际意识的人才的历史任务。从江苏城市职业学院高职公共英语课程的特征和培养目标定位、高职公共英语课程改革的思路、理念和实践,总结了我院高职公共英语课程改革的设计和思路。     

School English,literature and the knowledge-base question

This article takes up questions about knowledge and the school curriculum with respect to literary studies within subject English. Its intention is to focus on literary studies in English from the context of current waves of curriculum reform, rather than as part of the conversations primarily within the field of English, to raise questions about the knowledge agenda, and the knowledge-base agenda for teaching and teacher education. The selection of texts and form of study of literature within the English curriculum has long been an area of controversy. Without assuming a particular position on knowledge in this area, this article shows that important questions of what knowledge-base teachers are expected to bring to their work are elided both in current regulations and debates, and in research on ‘good teaching’ in this area. If ‘literary studies’ (as a discipline or university major) is itself an unstable and changing field, what kind of knowledge does a good English teacher bring to their work? This paper takes up these questions in the context of the Australian Curriculum and standards for teacher registration, but it also points to the way these issues about knowledge are of broader relevance for researchers and teacher education.     

新形势下大学英语课程设置模式研究

课程设置是人才培养模式的重要体现,在大学英语教学改革的新形势下,现行课程设置模式已无法适应现阶段人才培养的需求。文章阐述了课程设置的理论依据、国内外大学英语课程设置现状,结合学院大学英语课程设置改革的实践经验,指出随着新的《大学英语课程教学要求》的颁布实施,各院校结合《课程要求》科学合理地设置大学英语课程成为教学改革的必然趋势,使大学英语教学能与时俱进,着力培养学生的英语运用能力。     

Implementing the National Curriculum at Key Stage 2

Abstract

Since 1989, the Portuguese education system has undergone curricular reform which has introduced deep structural changes to the subject of physical education (PE). PE has become a compulsory and examinable subject within the ‘core curriculum’ of all school years (1 st to 12th grade). National curricular plans for basic and secondary education have also been introduced. This paper provides a view of the political options which have underpinned the present curricular project of PE in Portugal and compares practices in that country with those in Belgium. The analysis first describes the ‘curriculum as text’ before focusing attention on the ‘curriculum as action’. The analysis explores the nature of teachers’, pupils’ and parents’ beliefs, values and attitudes that together mediate the curriculum as text, help define contexts of PE, and influence public and political attitudes towards the subject. The paper points to the importance of both researchers and teachers for the development of effective teaching and learning in PE.     

Teacher educators mediating curricular reform: anticipating the Australian curriculum

Many education systems are experiencing a re-scaling and consolidation of governance through rolling national agendas of standardisation and centralisation. The present article considers the case of Australia as it moves towards implementing its first national curriculum, to explore how teacher educators plan to retain pedagogical space for debate, diversity and contestation of such systemic curricular reform. The present article reports on an interview study conducted with nine teacher educators across the four curriculum areas included in the first wave of the Australian curriculum: English, science, mathematics and history. The analysis reveals how teacher educators reported professional dilemmas around curricular design, and planned to resolve such dilemmas between the anticipated changes and their preferences for what might have been. While different curricular areas displayed different patterns of professional dilemma, the teacher educators are shown to construe their role as one of active curriculum mediators, who, in recontextualising curricular reforms, will use the opportunity to reinsert both residualised and emergent alternatives in their students’ professional value sets. The study also identifies a new set of dilemmas emerging around the politicisation and standardisation of curriculum, and its impact on the teaching profession and teacher educators.     

关于新课改背景下高师院校课程结构变革的思考

当前基础教育课程改革已经得到全面推广,同时也对高师院校提出了新的挑战。着重介绍新课改对高师院校课程结构的要求,探讨高师院校课程结构中存在的问题,并提出应对策略。     

英语专业英美文学教学现状思考

近年来我国高等院校英语专业发展十分迅速,为了与社会需求相适应,各大高校进行了各种教学改革。随着改革的深化,许多英语专业走上了＂应用英语专业＂的道路,本应作为英语专业主干课程的英美文学课程越来越不受重视,存在被边缘化的危险。文章从文学课的功能入手,分析了文学课程教学现状后,结合多尔的后现代主义课程观对高校文学课程的教学进行了总结和反思。