摘要
传统外语课程材料以系统地掌握语言结构为目标,往往将教师的需求置于学习者之上,是为教师编写的“教材”,而非以学习者为目标使用者编写的“学材”。在数智化时代,教材在培养跨文化交际与自主学习能力方面的局限性日益明显,而为满足学习者习得跨文化交际能力的需求而设计的体演文化学材则显现优势。本文探讨体演文化课程框架及其“交谈驱动”的学材研发理念如何突破传统“教材”的局限性,并通过实例阐释学材设计的要点,为数智化时代外语课程材料的研发提供新思路。
Traditional foreign language course materials aim at systematically introducing language structures,often prioritizing the teacher’s needs over those of the learners.They are mostly written for the teachers,not the learners.These materials’limitations in fostering Intercultural Communicative Competence(ICC)and autonomous learners have become increasingly apparent in the AI era.In contrast,the materials designed for learners to develop ICC in the Performed Culture Approach(PCA)demonstrate advantages.This paper explores how the PCA framework and its“conversation-driven”principle in material development overcome the limitations.Through examples,this paper elucidates key points in material design,offering new insights for the development of foreign language learning materials in the AI era.
出处
《国际中文教育(中英文)》
2025年第2期56-69,共14页
International Chinese Language Education
关键词
体演文化
学材
跨文化交际能力
交谈驱动
国际中文教育
Performed Culture Approach
materials for learning
conversation-driven
intercultural communicative competence
international Chinese language education
