当代外语研究

当代外语研究 ›› 2022, Vol. 22 ›› Issue (3): 20-27.doi: 10.3969/j.issn.1674-8921.2022.03.003

• 国家意识 • 上一篇    下一篇

课程思政视阈下中东欧非通用语教学模式的探索与实践——以“中东欧国家报刊阅读”为例

杨彬(), 蒋璐()   

  1. 北京第二外国语学院,北京,100024
  • 出版日期:2022-06-28 发布日期:2022-06-07
  • 作者简介:杨彬,北京第二外国语学院讲师。主要研究方向为保加利亚国别区域研究、外语教学。电子邮箱:yangbin@bisu.edu.cn|蒋璐,北京第二外国语学院教授、欧洲学院院长。主要研究方向为西方文化、跨文化交际、翻译理论与实践。电子邮箱: jianglu@bisu.edu.cn

Exploration and Practice of Non-lingua Franca in Central and Eastern Europe from the Perspective of Curriculum Ideology and Politics:With “Newspaper Reading in Central and Eastern European Countries” as a Case Study

YANG Bin(), JIANG Lu()   

  • Online:2022-06-28 Published:2022-06-07

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摘要：

随着“一带一路”倡议的实施和中国-中东欧合作机制的深入推进,中东欧非通用语种高端外语人才的需求缺口日益加大。如何打造和培养兼具家国情怀和国际视野的复合型外语人才,建设蕴含思政元素和德育功能的外语专业课程成为国内各高校中东欧非通用语专业建设亟待调整和转型的发展方向。本研究基于课程思政教育教学改革理念,以北京第二外国语学院“中东欧国家报刊阅读”课程为研究对象,通过生动形象的教学案例分析,从设计制定教学目标、优化教学内容选材、细化教学专题模块、创新教学思维、运用多元化教学方法和手段等多个维度,探索如何将思政元素嵌入课堂教学,将“三全育人”贯穿中东欧非通用语教学全程,实现专业教学与思政教育同向同行的有效路径。

关键词: 课程思政, 中东欧非通用语, 三全育人, 教学过程

Abstract:

With the implementation of the Belt and Road Initiative and the deepening of the cooperation between China and Central and Eastern European countries, the demand gap for high-end foreign language talents in CEE non-lingua franca is increasing. How to cultivate interdisciplinary foreign language talents with national feelings and international vision, how to construct foreign language courses with ideological and political elements, as well as a moral educational function, have become the development direction that needs to be adjusted and transformed in the construction of CEE non-lingua franca specialties in domestic universities. Based on the concept of curriculum ideology and politics, taking the educational reform in the course of “Newspaper Reading in Central and Eastern European Countries” in Beijing International Studies University as the research object, from the design of teaching goals, optimization and topicalization of teaching content, diversity of methods and means, also the innovative thinking, via the analysis of concrete teaching procedures, we are trying to explore how to embed “ideological and political” elements into the classroom teaching and implement the “three-in-one education” measures throughout the whole teaching process, so as to explore an effective path for ideological and political education to go together with professional teaching.

Key words: curriculum ideology and politics, Central and Eastern European (CEE) non-lingua franca, Three-in-one education, teaching process

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