本文通过讨论后现代对系统知识的批判来探究系统知识与思辨的关系,希望以此推动外语教学的改革。外语教学长期以来缺乏对系统知识作用的认识,知识被等同于信息,知识的传授变成了碎片化的信息传递。没有系统知识,思辨就会失去合适的认知框架和基本程序的支撑,也无法实现在跨语际语境下的知识互文对接。这些是造成外语学生思辨能力相对低下的主要原因。我们认为有必要重新认识系统知识与思辨之关系。鉴于后现代主义思潮颠覆了几千年对系统知识的认识,破解了系统知识的神话,了解后现代的相关理论对我们理解系统知识在思辨中的作用至关重要,后现代批判所隐含的悖论对如何在外语教学中更好地处理系统知识和思辨之关系也有重要的启示。
In the paper, we explore the relations between knowledge and thinking in the context of postmodern criticism, hoping that the discussion can contribute to the reform in foreign language teaching. The role of knowledge has long been overlooked in foreign language teaching, and knowledge has been mistaken for information. As a result, imparting knowledge is reduced to sharing fragments of information. We argue that knowledge provides cognitive frameworks and basic procedures for thinking, without which thinking suffers in depth and translingual intertextual ties cannot be established. It is because foreign language teaching does not pay sufficient attention to the systematicity of knowledge in its practice that students have problems in critical thinking. We believe postmodern criticism of knowledge can help us understand better the roles of knowledge in thinking, and on the other hand, the paradox in postmodernism can shed light on how to handle the relations in teaching.
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