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Breaking boundaries, building bridges: Reconceptualizing and integrating the cultural dimension into Chinese language pedagogy.

机译：突破界限，架起桥梁：将文化层面重新概念化并整合到汉语教学法中。

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摘要

Breaking away from conventional disciplinary boundaries between language instruction and cultural studies, this dissertation puts forward a new pedagogical paradigm and web-based implementation for teaching culture in the Chinese classroom. Despite the profession's effort to recognize the importance of cultural knowledge in foreign/second language education, the realization of the idea remains elusive. Further limited by the dearth of university curricula, language teachers and cultural theorists often follow disconnected paths and thus produce separate bodies of knowledge.;Utilizing a dialectical framework that combines empirical, interpretive, and critical approaches, this dissertation bridges the gap between the realms of language teaching and cultural teaching. A variety of research methods are employed, including the first nationwide online survey on the subject, in-depth interviews with both teachers and students and classroom observation, as well as critical analyses of curricula, classroom settings, textbooks, and teaching resources. The goals are, on one hand, to explore the cultural approaches, contents, and methods that most apply and appeal to the pedagogical community, and on the other hand, to better understand the feelings, attitudes, and problems regarding cultural pedagogy among the participants.;Grounded in these empirical findings and framed by critical theories, this study then proposes a new paradigm---4Ps of cultural pedagogy (4Ps)---as the guideline for instructional strategies, curriculum design, and intellectual debate. The four-dimensional model advocates that educators should pay as much attention to how cultures are presented and perceived in the classroom as to what is taught and who teaches it. The 4Ps are Cultural Plurality, Cultural Progressivity, Cultural Positionality, and Cultural Performativity, and they provide a paradigm for exploring the material, temporal, spatial, and communicative factors in cultural pedagogy, respectively. A set of interactive online tools illustrating the functionality of the paradigm is also presented. Together, the new paradigm and practices can help the Chinese pedagogical community reconceptualize the field, moving towards a more transcultural direction, and therefore, facilitating new ways for both teachers and learners to engage with ever-evolving Chinese culture, and making the classroom experience more productive and enjoyable for all.
机译：打破了语言教学和文化研究的学科界限，本文提出了一种新的教学模式和基于网络的汉语课堂文化教学实施方法。尽管该专业致力于识别文化知识在外语/第二语言教育中的重要性，但该想法的实现仍然遥遥无期。进一步受到大学课程匮乏的限制，语言教师和文化理论家经常走不连贯的道路，因此产生了独立的知识体系。利用辩证框架结合了经验，解释和批判性方法，本论文弥合了知识领域之间的差距。语言教学和文化教学。采用了多种研究方法，包括首次在全国范围内对该主题进行在线调查，对老师和学生的深入访谈以及课堂观察，以及对课程，课堂设置，教科书和教学资源的批判性分析。目标一方面是探索最适用于教学界的文化方法，内容和方法，另一方面是为了更好地理解参与者对文化教学的感受，态度和问题。在这些经验研究结果的基础上，以批判理论为框架，本研究然后提出了一种新的范式-文化教育学（-4P）-作为教学策略，课程设计和智力辩论的指南。这种四维模型主张，教育者应该在课堂上如何介绍和感知文化，以及所教的知识和教学者，应给予尽可能多的关注。 4P是文化多元性，文化进步性，文化定位性和文化执行性，它们分别为探索文化教育学中的物质，时间，空间和交流因素提供了范例。还提供了一组说明该范式功能的交互式在线工具。新的范式和实践可以共同帮助中国教学界重新认识这一领域，朝着更加跨文化的方向发展，因此，为教师和学习者提供了一种新的方式，使他们能够与不断发展的中国文化互动，并使课堂体验更多所有人都富有成效和愉快。

著录项

  • 作者

    Wong, Ka F.;

  • 作者单位

    University of Hawai'i at Manoa.;

  • 授予单位 University of Hawai'i at Manoa.;
  • 学科 Asian Studies.;Language General.
  • 学位 Ph.D.
  • 年度 2010
  • 页码 503 p.
  • 总页数 503
  • 原文格式 PDF
  • 正文语种 eng
  • 中图分类
  • 关键词

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