在“双一流”建设的战略背景下,高等教育机构的英语拓展课程建设与发展已成为不可逆转的教育趋势。针对民族院校而言,构建大学英语拓展课程体系需遵循结构合理性、内容深度性以及外语工具性与人文性相结合的基本原则,同时还需凸显民族...在“双一流”建设的战略背景下,高等教育机构的英语拓展课程建设与发展已成为不可逆转的教育趋势。针对民族院校而言,构建大学英语拓展课程体系需遵循结构合理性、内容深度性以及外语工具性与人文性相结合的基本原则,同时还需凸显民族院校的独特性。本项研究基于“双一流”建设背景下大学英语拓展课程的实际发展状况,通过对学生需求的问卷调查和大数据分析,立足于后现代课程理论视角,提出民族院校应构建具有差异化生态结构的语言拓展课程体系。该体系需充分考量学校特色与学科发展需求,以实现课程设置的多元化、模块化、个性化和立体化,从而形成一个动态发展的课程观。Under the “double first-rate” initiative, the development of English extension courses in higher education is imperative. For ethnic institutions, constructing a curriculum requires adherence to structural coherence, content depth, and a balance between linguistic functionality and humanistic elements and accentuates ethnic uniqueness. This study leverages questionnaire and big data methodologies to gauge student demand and, informed by postmodern curriculum theory, and advocates for a differentiated ecological curriculum structure in language extension courses for ethnic schools. It calls for a curriculum that is adaptable, segmented, tailored, and comprehensive, aligning with institutional idiosyncrasies and academic progression, and fostering a curriculum that is both dynamic and progressive.展开更多
文摘在“双一流”建设的战略背景下,高等教育机构的英语拓展课程建设与发展已成为不可逆转的教育趋势。针对民族院校而言,构建大学英语拓展课程体系需遵循结构合理性、内容深度性以及外语工具性与人文性相结合的基本原则,同时还需凸显民族院校的独特性。本项研究基于“双一流”建设背景下大学英语拓展课程的实际发展状况,通过对学生需求的问卷调查和大数据分析,立足于后现代课程理论视角,提出民族院校应构建具有差异化生态结构的语言拓展课程体系。该体系需充分考量学校特色与学科发展需求,以实现课程设置的多元化、模块化、个性化和立体化,从而形成一个动态发展的课程观。Under the “double first-rate” initiative, the development of English extension courses in higher education is imperative. For ethnic institutions, constructing a curriculum requires adherence to structural coherence, content depth, and a balance between linguistic functionality and humanistic elements and accentuates ethnic uniqueness. This study leverages questionnaire and big data methodologies to gauge student demand and, informed by postmodern curriculum theory, and advocates for a differentiated ecological curriculum structure in language extension courses for ethnic schools. It calls for a curriculum that is adaptable, segmented, tailored, and comprehensive, aligning with institutional idiosyncrasies and academic progression, and fostering a curriculum that is both dynamic and progressive.
