摘要
学界一直存在外语人文性和工具性的争论,而经济视阈下的外语教育也出现了一定的工具化倾向。本文基于对相关概念的辨析定义了外语教育的“工具化”,根据相关社会学理论分析了外语教育的工具化现象,并从外语学科与外语教育自身以及相关社会因素等方面剖析了外语教育“工具化”的原因,进而基于内涵和外延两个维度,提出了外语教育应进一步加强学科内涵建设、全面深化以课程思政为引擎的外语改革、寻求跨学科发展以拓展外语教育的价值外延与影响力等对策。
It has always been a fiercely debated issue in China whether the essence of foreign language education is instrumentality or humanism,and foreign language education from the economic perspective also shows a certain tendency towards instrumentalism.This paper defines the“instrumentalization”of foreign language education based on the analysis of relevant concepts,and examines the phenomenon of instrumentalization of foreign language education according to relevant sociological theories.The reasons for this phenomenon are further explored from the perspectives of foreign language discipline,foreign language education itself,and related socioeconomic factors.From the two dimensions of connotation and denotation of foreign language education,three strategies are proposed:strengthening the connotation construction of foreign language discipline,deepening the reform impelled by curriculum⁃based value education,and promoting interdisciplinary development to extend the value and influence of foreign language education.
出处
《语言政策与语言教育》
2021年第2期94-101,118-119,共10页
Language Policy & Language Education
基金
上海外国语大学第四届导师学术引领计划项目“‘一带一路’沿线关键土著语言文化通识课程与质量保障体系研究”(项目编号:2020114214)的阶段性成果。
关键词
外语教育
工具化
内涵建设
课程思政
跨学科发展
foreign language education
instrumentalization
connotation construction
curriculum⁃based value education
interdisciplinary development
