当代外语研究

当代外语研究 ›› 2022, Vol. 22 ›› Issue (3): 11-19.doi: 10.3969/j.issn.1674-8921.2022.03.002

• 国家意识 • 上一篇    下一篇

回归国家意识的价值教育和课程思政本质

薛荷仙(), 李昀()   

  1. 华南理工大学,广州,510640
  • 出版日期:2022-06-28 发布日期:2022-06-07
  • 通讯作者: 李昀 E-mail:hxxuey@scut.edu.cn;flly@scut.edu.cn
  • 作者简介:薛荷仙,华南理工大学外国语学院副教授。主要研究方向为外国语言学及应用语言学、词典学。电子邮箱:hxxuey@scut.edu.cn;
  • 基金资助:
    本文系2019年度国家社科基金项目“现实观照下国际难民文学的伦理学批评研究”(编号)的阶段性成果。(19BWW088)

Back to National Consciousness as Value-oriented Ideological and Political Education

XUE Hexian(), LI Yun()   

  • Online:2022-06-28 Published:2022-06-07
  • Contact: LI Yun E-mail:hxxuey@scut.edu.cn;flly@scut.edu.cn

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摘要：

国家意识与外语学科之间似乎存在着三组矛盾,即学科建设层面的国家意识培养与外语专业发展的矛盾、人才培养方面的家国情怀与国际视野的矛盾、培养计划层面的中国文化与外语教学安排的矛盾。然而,只要我们回归国家意识的思政本质,把握其全过程、全方位育人的特征,认识到国家意识培养属于价值取向而非知识取向的教育,并且明了中国国家意识本身就包含着人类命运共同体理念,只能在国际视野和为全人类谋福利的未来视阈中开展相关教育,就会意识到外语学科在这方面的优势。外语人才的国家意识培养不等于外语培养,尤其是在高等教育阶段。作为课程思政,应该结合新文科理念下的思政教育、通识教育和创新创业教育开展;作为价值教育,则应该结合外语学科特色,讲好中外价值理念的异同。本科阶段开设中外价值比较类课程,帮助学生认识中国特色社会主义核心价值观的深层内涵及其伦理基础,研究生阶段鼓励开展中国价值与人类共同体命运的研究,探讨如何更好地运用中国思想和价值理念贡献人类未来,做到明德、强能、融合、创新四位一体,为国家培养具有深沉的文化自信、开放的国际视野、批判的创新能力和博大的人文情怀的价值践行者和传播者。

关键词: 国家意识, 价值取向的教育, 课程思政, 外语学科

Abstract:

There seems to be three sets of contradictions between national consciousness cultivation (NCC) and Foreign Language Education (FLE), namely, the contradiction between NCC and FLE in disciplinary development, the contradiction between national consciousness and international vision in talent cultivation, and the contradiction between Chinese and foreign cultural course distributions in teaching plans. However, if we return to the essence of NCC as primarily ideological and political education in curriculums and grasp the characteristics of NCC as whole-process and all-round education, understanding that NCC is value-oriented rather than knowledge-oriented education, and that Chinese national consciousness contains the idea of a Community with a Shared Future for Mankind and can only be cultivated in the international perspective and the future vision of working for the welfare of all mankind, we will realize the discipline advantage of FLE in NCC cultivation. The NCC in FLE does not necessarily mean cultivation in foreign language, especially at higher education stages. As the ideological education in curriculums, it can largely be carried out in conjunction with ideological and political education, general education and innovation and entrepreneurship education under the concept of new liberal arts. As value education, it should be combined with the characteristics of FLE, to let students understand the differences and similarities of Chinese and foreign values. At the undergraduate level, comparative value courses should be offered to help students understand the socialist values with Chinese characteristics. At the graduate level, student can be encouraged to do research on Chinese values and the idea of a Community with a Shared Future for Mankind, exploring how to use Chinese concepts and values to make a better future for mankind. In the process, the four-in-one principle of value, ability, integration, and innovation should be observed. The purpose is to cultivate Chinese value practitioners and disseminators with deep cultural confidence, open international vision, critical innovation ability and great humanistic sentiment.

Key words: national consciousness, value, ideological education in curriculum, Foreign Language Education

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