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自从新版《高等学校英语专业教学大纲》提出综合课要强调语言能力、理解能力和思辨能力的训练后,综合课教学已经基本突破了传统的围绕课文反复机械训练语言的做法。然而,目前综合课却有另外一种倾向:课文被边缘化。许多教师对课文的处理非常粗糙,只把课文看成是话题,甚至有些教师不知该如何借助课文训练思辨能力。我们必须厘清课文与文本的区别。但如果对课文到底该起什么作用没有清楚的认识,综合课的改革将大打折扣。本研究认为,不同于文本,课文要传递的不仅是自身的信息,更重要的是文本的元知识,即有关意义传递的知识。通过对文本内在语义复杂性的剖析,我们能有效地借助课文训练学生的三大能力。
Since the new version of Syllabus for English Majors in Colleges and Universities has put forward the training of comprehensive ability, ability of thinking and speculative ability in comprehensive courses, the comprehensive teaching has basically broken through the traditional practice of repetitive mechanical training of language around the texts. However, at present there is another tendency for comprehensive classes: the texts are marginalized. Many teachers deal with the texts very roughly, treating the texts only as topics, and even some teachers do not know how to use the texts to train their ability to think. We must clarify the difference between text and text. However, if the text in the end what role does not have a clear understanding of comprehensive class reform will be greatly reduced. This study argues that, different from the text, the text to be passed not only its own information, more important is the text of the meta-knowledge, that is, the meaning of the transmission of knowledge. Through the analysis of the inherent semantic complexity of texts, we can effectively train students’ three abilities through texts.