高校英語教育教學(xué)改革學(xué)者談

[主持人語] 在以質(zhì)量為導(dǎo)向的新時(shí)期，高校如何深化外語教育教學(xué)改革，提高人才培養(yǎng)質(zhì)量，是當(dāng)今外語界普遍關(guān)注的問題。在本專欄的五篇文章中，作者從不同角度談了他們的真知灼見。王文斌教授針對(duì)我國外語教學(xué)理論缺失的問題，提出應(yīng)增強(qiáng)理論自信，推進(jìn)英語專業(yè)教學(xué)理論本土化建設(shè)；束定芳教授針對(duì)英語專業(yè)發(fā)展中的迷茫狀態(tài)，提出必須適應(yīng)新的形勢(shì)和發(fā)展趨勢(shì)，充分考慮學(xué)校的特點(diǎn)，考慮高等教育的特點(diǎn)，結(jié)合國家、區(qū)域和學(xué)生個(gè)人發(fā)展的需求，同時(shí)著眼人類文化傳承和世界文化發(fā)展的長遠(yuǎn)目標(biāo)，做出審慎的規(guī)劃和設(shè)計(jì)，并對(duì)此提出了改革與發(fā)展的6點(diǎn)建議；文旭教授針對(duì)英語專業(yè)人才培養(yǎng)的工具性傾向，提出英語專業(yè)人才培養(yǎng)應(yīng)該“基于綜合，立于專業(yè)，歸于個(gè)性”，把學(xué)生培養(yǎng)成為既懂專業(yè)知識(shí)，又熟練基本技能，同時(shí)人格健全而完整的人；張紹杰教授針對(duì)外語教師評(píng)價(jià)中的問題和誤區(qū)，提出并建構(gòu)了“教學(xué)+”主導(dǎo)評(píng)價(jià)原則；劉正光教授針對(duì)大學(xué)外語教學(xué)培養(yǎng)跨文化交際能力的問題，指出這一任務(wù)單靠開設(shè)課程無法完成，應(yīng)把跨文化交際能力的培養(yǎng)貫穿于外語教學(xué)課堂教學(xué)環(huán)節(jié)之中，并強(qiáng)調(diào)隱喻教學(xué)是重要的途徑之一。這些觀點(diǎn)和建議具有建設(shè)性、預(yù)見性和啟發(fā)性，目的在于喚起對(duì)我國外語教育教學(xué)改革的關(guān)注，推動(dòng)其沿著正確的方向發(fā)展。

Host’s words：How institutions of high learning deepen the reform on foreign language education and instruction so as to raise the quality of cultivating talents in the period of quality-orientation remains a common concern in the circle of foreign languages today. The five articles contributed in this column present the authors’ critical thoughts about it. Professor Wang Wenbin，addressing the gap that needs to be filled in by foreign language teaching theory，proposes that the theoretical confidence in ourselves should be intensified and the construction of nationalized theory for teaching English majors should be promoted; Professor Shu Dingfang，addressing the puzzling problems arising in English majors，suggests that to be adaptable to the new situational and developmental trend，a cautious planning and design should be made by taking into consideration the characteristics of the university involved and higher education itself in combining with the demand of the country and regions，and personal needs in career development as well as the long-term goal toward the inheritance of human culture and the world cultural development，and furthermore，six points are offered in terms of the reform and development; Professor Wen Xu，addressing the instrumentality tendency incultivating talents of English majors，suggests that the talent cultivation of English majors should be “synthesis-based，specialty-focused，and personality-hilighted” in order to make a whole person equipped with professional knowledge，proficiency in basic skills，and healthy personality; Professor Zhang Shaojie，addressing the problems and misunderstandings concerning teacher assessment in institutions of high learning，offers a proposal by constructing the guidance principle of “Teaching+” for foreign language teacher assessment; Professor Liu Zhengguang，addressing the issue over how to develop cross-cultural communicative competence in college foreign language teaching，argues that it is impossible to fulfill this task just by offering relevant courses，and instead，the fostering of such competence should be integrated into the whole process of teaching practices，among which metaphor instruction is one of the effective ways to make it. The views or suggestions as offered in these articles are constructive，predictive，and implicational. The purpose for this special column is to attract attention to the reform on foreign language education and instruction so as to make it move toward right directions.

Voices from Scholars on English Education and Instruction Reform in Institutions of High Learning