高校英語專業課程改革中的學生主體性及教師主導性*

楊 維覃 艷

（1.湖南女子學院 湖南長沙 410004；2.湖南中醫藥大學 湖南長沙 410208）

高校英語專業課程改革中的學生主體性及教師主導性*

楊 維1覃 艷2

（1.湖南女子學院 湖南長沙 410004；2.湖南中醫藥大學 湖南長沙 410208）

“以學生為主體，教師為主導”的教育思想能在高校英語專業課程改革中深入發揮英語專業學生在語言習得課程中的自主性、批判性、積極性和創造性。教師的主導作用主要表現在課程開發和課程教學中引導學生架構語言規律模型及體現語言素材的意義和功能。

以學生為中心 自主性 表意模型 語法規則

新世紀英語專業課程教學改革強調培養學生的語言能力和人文素養。“以學生為主體，教師為主導”的教育模式能充分體現英語專業教師的引導作用和激勵功能，能進一步發揮英語專業學生在課程學習中的自主性、靈活性、創造性和積極性。探討以激發學生學習能動性為核心的教育思潮在英語專業課程開發及教學環節設計中的具體應用，能全面培養英語專業學生的理論認知水平、語言應用技能和基礎人文素養，同時也有利于高校英語專業教師提升職業素養、轉變教學理念和拓展授課模式。［1］

傳統的英語專業課程教學強調教師在課堂教學活動凸顯主體地位，講授通常成為教師授課的主體模式。一堂課的多數時間，學生常常缺乏有效參與課堂進程的資源和手段。對于大多數英語專業學生而言，第二語言的習得進程即為課堂學習時專心聽取授課內容，快速記錄課堂筆記以及努力掌握語言知識。很多學生甚至認為第二語言習得就是各項語言要點的識記和再現。其實，每個人外語習得水平的關鍵差異往往不在于詞匯量的大小、傳統意義上的語法熟練程度或者句型的復雜多樣性。譬如，作家和普通人寫作層次的主要差異不在于詞匯量的積累，更不取決于母語語法的掌握程度。在筆者看來，造成兩者寫作水平差異的主要因素之一就是語言表意能力的差別。作家以寫書為職業，日常工作的主要內容是高效產出大量有意義的語篇，作家的基本素養之一就是駕馭常見的語言文字用以描繪、記敘、概括并解釋現實生活中錯綜復雜的熱點事件、生活百態和社會關系。也就是說，作家能高效運用現有語言單位，生動貼切地表述真實世界中客觀存在的場景、事件或者塑造內心世界里主觀構建的概念和意境。恰恰相反，普通人以閱讀為愛好，業余消遣的重要途徑是暢快閱讀大量有情節的作品，普通人的基本素質之一就是采用常見的語言文字用以描述、總結和抒發日常生活中的事件、經歷、情感和體驗。也就是說，普通人的寫作水準可界定為采用廣泛認可的表意模式和文化內涵從而準確并清晰傳遞主客觀世界中的事件和觀念。另外，寫作表達不光與語言文字的掌握程度有關，也與作者的思想密切相關。作家在社會閱歷、知識經驗、生活感悟等方面的積累比普通人更深厚。因此，作家的知識儲備、寫作素材和經歷見識比普通人更豐富。總而言之，普通人對語言規律的提煉、驗證和運用不如作家深刻，對背景知識、創作素材和社會文化的理解不如作家有洞察力。反映在作品上，普通人選取的創作素材相對作家而言較為枯燥、平淡，寫作手法和語言運用也不如作家恰當、精準和生動。在英語專業課程教學中，筆者發現多數學生對英語語法的認知僅僅停留在用本族語描述語言規則這一層面，既不了解語法規律之間的關系，也并未意識到語法規則的生成途徑。很多學生對語法規則所指代的意義和功能也缺乏基本認知。比如，很多學生可以用本族語講述英語中定語從句的概念，但不能在語篇中準確辨識定語從句。因此，類似的語法結構在寫作中極少出現。并且有相當一部分的學生在寫作或口語不能正確生成定語從句。為此，筆者在英語專業課程教學中采用“以學生為主體，教師為主導”的教育模式，引導學生積極搜尋、產出和比較內嵌該語法結構的素材，啟發學生提煉該語法規律的概念模型，并鼓勵學生運用構建的表意模型來理解含有該語法結構的實例，進而指導學生在實踐中檢驗并修正所提取語言規律的真實性和適用范圍，并激勵學生自主運用提煉的概念模型在真實語境下產出語言素材。例如，“This is an old photo of my family. That’s my father wearing a short sleeved shirt next to the dog.” 教師提問并啟發學生“The word ‘that’in the second sentence is referred to as？” 學生的反饋可作為下一步構建表意模塊的出發點。“‘that’is referred to as the photo. However， if ‘that’meant the photo， the second sentence would be interpreted as the photo is my father wearing a short sleeved shirt next to the dog. In fact， my father could be anything but a photo. My father is a person， not a photo in any sense.” 教師繼續引導學生解讀相關語言素材并界定與指代詞有關的概念模型。”My younger brother joined the spectacular parade in Virginia to commemorate Lincoln. That ignited a series of memorial concerts in honor of this American president. ‘That’in the second sentence is referred to as the spectacular parade. What’s that in the front pocket of your dark jeans？ It’s a handmade yo-yo from a craft store. ‘that’in the fi rst sentence is referred to as an object or a thing visually perceived by the conversation starter.” 教師引導學生歸納上述指代詞所對應的概念模型。“‘that’can be referred to as a thing or an object in the context. But can ‘that’be referred to as a person or a group of people？” 學生通過探究上述語言實例進一步拓展指代詞的表意內涵。”Who’s the girl dressed in blue with a writing pad in her hand？ That’s Susan， a small business owner based in Downtown Manitoba. ‘That’is referred to as the blue wearing girl some distance from the conversation starter.”教師指導學生完善上述指代詞的表意內涵并解讀最初提供的語言素材。”‘That’may be referred to as a person or a group of people， as the girl wearing a blue attire in the previous context. Also， ‘that’may be referred to an object or a thing. Therefore， ‘that’from the fi rst example is referred to as the person in the photo. The whole sentence can be interpreted as the person in the photo is my dad. He wore a short sleeved shirt next to the dog.” 教師通過引導學生搜尋或產出含有該指代詞的定語從句，可啟發她們探究內嵌此類定語從句復合句的語法模型。”Jack that works at the front desk of Hilton Garden Inn came across a rock music star at the festival. “教師首先誘導學生在語境中界定這個指代詞的所指對象。”‘that’can be referred to as a person or a thing. But in this particular context， it can’t represent the front desk， a rock music star or the festival but Jack.”通過界定指代詞在語境下的表意內涵，教師引導學生把含有定語從句的復雜句簡化并分割。”How to break down the complex sentence and preserve its meaning？ So who works at the hotel？ Jack. As a result， Jack works at the front desk of Hilton Garden Inn. This makes perfect sense given the context. How to connect Jack to the remaining components of the complex sentence and create meaning？ Jack came across a rock music star at the festival.” 教師提示學生含有定語從句的復合句似乎可以看成是兩個簡單句的組合，但兩者有部分內容必定產生關聯。“Tiffany pointed her finger to a Calgary traveler’s guide brochure. I fl ipped through a bound copy of a collection of Shakespeare’s sonnets.”學生發現前后兩句話沒有關聯，所以無法壓縮為含有定語從句的復合句。但是” Tiffany pointed her fi nger to a Calgary traveler’s guide brochure. I fi xed my eyes intently on the traveler’s guide brochure. Both sentences contain Calgary traveler’s guide brochure thus can be compressed into a complex sentence with an attributive clause.”教師再次引導學生用有關指代詞替代句子成份并將它們合并為含有定語從句的復合句。“Now that a Calgary traveler’s guide brochure is a man made object and thus be substituted with‘that’， those two sentences can be compressed into a complex sentence as Tiffany pointed her fi nger to a Calgary traveler’s guide brochure that I fi xed my eyes intently on.” 教師還可引導學生探究相關指代詞在充當定語從句中主語或賓語時的擺放位置。在第一個例子中充當定語從句主語，緊挨指代對象并向右與部分句子成分連接成句。”Jack works at the front desk of Hotel Garden Inn. Jack is referred to as that.”在第二個例子中充當定語從句賓語，緊挨指代對象，其后句子成份向左與其連接成句。”I fi xed my eyes intently on the Calgary traveler’s guide brochure. The Calgary traveler’s guide brochure is referred to as that.”最后，教師繼續發揮學生的主體性，在提煉復合句中定語從句基本表意模型后，引導學生探討語篇中定語從句的功能。學生通過細致比較不難發現，通過相關指代詞生成定語從句，能指示原有簡單句的人或物。與原有的簡單句比較，含有定語從句的復合句可有效減少語言單位長度，使表達更簡潔、精煉。學生在研究含有定語從句復雜句的拆分和合并后會發現，用生成的表意模塊解讀含有定語從句的復雜句，能精準領悟復雜句的含義，進而提高閱讀理解的準確度和速率。同樣，教師可啟發學生構建其它指代詞在具體語境中的指示范疇。例如“Which do you like better for main food，potatoes or rice？ Which should I take to the State Museum， Number 6 or Number 17？” 學生通過搜集、產出和歸納有關語言素材，可意識到“‘which’is referred to as A or B / A or B or C…A and B and C being things or persons. Therefore， ‘which’may be referred to as an object or objects in an attributive clause.” 教師鼓勵學生參照已歸納的含有‘that’定語從句復合句的表意模型導出含有‘which’定語從句復合句的表意模型。”Tom typed a lengthy email on his laptop computer which was bought last September.”通過教師指引，學生嘗試把上述復合句分解為兩個簡單句.“Since ‘which’may be referred to as an object. ‘which’in this case can be referred to his laptop computer. Therefore， Tom’s laptop computer was bought last September. Tom typed a lengthy email on his laptop computer.”教師再次引導學生架構含‘which’且該指代詞在定語從句中充當賓語的復合句的表意模型。“The networking system of this textile exporting company which Gregory managed to construct crashed on Thursday evening. ‘which’is referred to as the networking system， so the complex sentence can be broken down into the following two. The networking system of this textile exporting company crashed on Thursday evening. Gregory managed to construct the networking system of this textile exporting company.”學生可進一步驗證該指代詞在充當定語從句賓語時的擺放位置是否跟‘that’ 在充當定語從句賓語時的擺放位置一致。經驗證，該指代詞在充當定語從句賓語時緊挨指代對象，其后句子成份向左與其連接成句。教師可將學生分組并布置研討任務，激勵她們延伸原有語法表意模型從而分析含有其它指代詞定語從句的復合句。例如，”Jonathan lives in a city where I spent my childhood years. Where does Mike live？ Mike lives at 183 Beach Avenue. Where did Claire see the nesting birds？ She saw the nesting birds in Tim’s backyard. At 183 Beach Avenue or in Tim’s backyard may be generalized as ‘at/in a place’. Therefore， where can be further constructed as ‘at/in/on which’ with‘which’being referred to as a location. Since where in this complex sentence may be constructed as‘in which’with ‘which’ being referred to as a city， a specific location， it can be decomposed into the following two. The first one reads ‘Jonathan lives in a city’. The second one reads‘I spent my childhood years in the city’. Anther complex sentence built in reference to the module goes like this. This old fashioned dinner table where sparkling plates of roast potatoes were laid weighed about 50 kilograms. This complex sentence may be decomposed into two. ‘Sparkling plates of roast potatoes were laid on this oldfashioned dinner table.’ ‘This old-fashioned dinner table weighed about 50 kilograms.’ ‘which’is referred to as this old-fashioned dinner table. Where can be constructed as ‘on which’.教師可在后續分組任務中引導學生構建更豐富的表意模型從而解讀內含更多指代詞定語從句的復合句。例如，“Patricia remembered her time when she played hockey in Canada. When did Alice leave for the international airport？ She left for the airport at 8pm. When will Brian tour America’s west coast？ He will tour America’s west coast during his annual vacation. Therefore， when is referred to as ‘in/at/during which’with‘which’being referred to as a specifi c point of time or a specifi c duration of time. So the complex sentence with the‘when’ attributive clause may be decomposed into the following two. ‘Patricia remembered her time.’ ‘She played hockey in Canada during her time.’ ‘which’is referred to as her time and when is constructed as ‘during which’. Using this model， two simple sentences below sharing a time frame may be compressed into one complex sentence with an attributive clause containing‘when’. The holiday season lasted roughly four weeks. Lora celebrated the special occasion with her close relatives in the holiday season. If ‘when’is constructed as ‘in which’with‘which’being referred to as the holiday season. The above-mentioned two simple sentences may be condensed into one complex sentence with a‘when’attributive clause in the following. ‘The holiday season when Lora celebrated the special occasion with her close relatives lasted roughly four weeks.’總而言之，學生應當在教師指導下，充分展現語言習得的主體性、探究性和實踐性，學生能搜集和生成各類語法素材并提煉和歸納繁雜語法現象的一般規律。學生可建構并拓展語法規則的表意模型。學生還可探索并界定語言體系內各語法規則的轉換關系。學生能使用表述模塊理解蘊含語法規則的素材，能靈活生成語篇并展現語法規則的意義和功能。教師應在任務型教學中考慮不同小組的語言能力差異。對于二語習得水平較高的組別，教師可多布置一些探究型、研討型的任務，充分激發她們的理論研究潛能。對于二語習得水平較一般的組別，教師可多布置一些興趣型、實用型的任務，深入開發她們的概念架構能力和語言應用技巧。對于二語習得水平較弱的組別，教師可多布置一些基礎型、交叉型的任務，穩步提升她們的二語習得水平和語言表述技能。［2～7］

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［4］Nunan, D： The Learner-Centered Classroom. Cambridge：Cambridge University Press, 1988.

［5］郭曉英，郭洪，網絡環境下大學英語寫作自主學習模式研究， 《美中外語》， 2009

［6］江妮，“以教師為主導,以學生為主體”教學方式探討，《知識窗：教師版》，2010

［7］孫國林，“教師為主導、學生為主體”教學原則的理論依據，《內蒙古教育》，2008

*本文系2014年湖南女子學院校級科研課題 （編號HNNY14YBKT011）“‘教師主導與學生主體’模式在英語專業課程教學中的研究”的研究成果