摘要
外语教师的文化安全教学对培养学生树立正确的文化观念和维护国家文化安全具有重要作用。然而外语教师的文化安全教学与学生对此教学行为的感知度如何并未得到关注。研究依据“后方法教育”外语教学理论的“最小化感知失配”策略对教师与学生问卷的配对问题进行描述统计及差异分析,研究发现,在外语教育背景下,教师的文化安全教学与学生感知之间存在显著失配,且学生的“专业类别”“院校类别”和“院校位置”3个因素对其文化安全感知有显著影响。这一发现验证了“最小化感知失配”具有普遍性与可控性的主张,本文以“后方法教育”理论的三大参数为框架构建“最小化感知失配”实践路径,从而提高外语教育中的文化安全教学效果。
The cultural safety teaching of foreign language teachers plays an important role in cultivating students'correct cultural concepts and maintaining national cultural security.However,the cultural safety teaching of foreign language teachers and students'perception of this teaching behavior have not received attention.The research conducted SPSS descriptive statistics and differen-tial analysis on the pairing problems of teacher and student questionnaires based on the“minimize perceptual mismatch”strategy of“Post-method Pedagogy”,revealing a core finding:in the context of foreign language education,there is a significant mismatch between teachers'cultural safety teaching and students'perception,and students'“major category”,“institution type”,and“institution location”have a significant impact on their cultural safety perception.This finding confirms the universality and controllability of the proposition of“minimize perceptual mismatch”,and this study constructs a practical path for minimizing perceptual mismatch based on the three parameters of the“Post-method Pedagogy”,thereby improving the effectiveness of cultu-ral security teaching in foreign language education.
作者
丁玲玲
才亚楠
顾伟泉
Ding Ling-ling;Cai Ya-nan;Gu Wei-quan(School of Western Languages and Cultures,Harbin Normal University,Harbin 150025,China;Library,Harbin Conservatory of Music,Harbin 150028,China)
出处
《外语学刊》
北大核心
2026年第2期75-83,共9页
Foreign Language Research
基金
黑龙江省省属本科高校优秀青年教师基础研究支持计划资助重点项目“文化自觉视角下外语语言意识的实践研究”(YQJH2023165)的阶段性成果。
关键词
高校外语教师
文化安全教学
外语教学
感知失配
“后方法教育”理论
学生主体因素
foreign language teachers in universities
cultural safety teaching
foreign language teaching
perceptual mismatch
Post-method Pedagogy
students'factors
