摘要
学科建设包括凝练学科方向、汇聚学科队伍、加强课程建设、创建学科基地、营造学术氛围等内容。在学科方向方面,我国跨文化交际研究长期以来一直偏重于外语教学。进入本世纪以后,研究的范围虽不断扩大,但总的来说,研究领域还不够宽,研究的视野还不够广,学科的参与也比较单一。从学科队伍来看,目前水平参差不齐。大部分为外语专业教师,多数没有系统地学过传播学理论或心理学理论,也没有受过跨文化交际研究方法的系统训练。需要引进在国内外系统学过跨文化交际学的年轻学者,同时需要对于现有的教师和研究人员进行必要的培训。在课程建设方面,需要研究应该开设哪些课程。在学科基地建设方面,已经建立了十多个跨文化研究中心和研究所。目前需要加大投入,以期取得实质的进展。在营造学术氛围方面,在学会领导下每两年召开一次国际研讨会,至今已经召开过8届大会。此外,各地区还召开了小型的会议或专题会议。在学科方向、学科队伍、课程建设、学科基地、学术氛围这几个方面,最重要的是学科队伍的建设,只有有了一支高水平的学术队伍才能够拿出高水平的学术成果,开出高水平的课程,才能建设真正的学科。
Disciplinary development involves the crystallization of research direction, the pooling of research staff, the development of courses, the setting up of research centres and the cultivation of academic environment. In terms of research direction, China＇s intercultural communication （ICC） has leaned heavily towards foreign language education and the scope of research has not been broad enough. Most of those involved in ICC research are foreign language teachers who have not had systematic training in ICC theories and research methodology. Although ICC is offered as a course at many universities, it is not yet clear what courses in ICC should be offered at BA and MA levels. More than a dozen research centres have been set up in this country and national conferences are held biennially. To improve ICC disciplinary development, suggestions are made research direction, teacher training, course development and other aspects. The author holds that the training of teachers and researchers is of utmost importance for the development of intercultural communication as a discipline.
出处
《外国语》
CSSCI
北大核心
2010年第6期28-32,共5页
Journal of Foreign Languages
关键词
跨文化交际
学科建设
intercultural communication
disciplinary development
