Multicultural blended teaching designs through Confucian philosophical cultural perspective of harmony in diversity
Журнал «KANT» №3(44) 2022 [стр. 332-339]
DOI: 10.24923/2222-243X.2022-44.61
Ключевые слова: blended teaching designs; English curriculum; cultural diversity.
The purpose of the study is to compare the concepts of culture in the West and in China, whose results facilitate the categorization of the manageable cultural aspects in the blended teaching designs of English curriculum in China's universities. This paper examines cultural aspects in language and culture education from the perspective of philosophy. The scientific novelty is the employment of Confucian philosophical perspectives towards differences between cultures to guide the blended teaching of university English curriculum in China. The research result is a recommended framework of English curriculum design which contains the influential cultural factors. Consequently, strategies are proposed to curriculum designers of foreign languages to ensure positive consequences of cross-cultural communication in a multicultural learning environment.
Литература:
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Converting College English into Information Literacy Curriculum // Inted2022 Proceedings. 2022. Т.16. С. 1791-1798.
2. Zhao K.Y. "New liberal arts", "Transdisciplinarity" and "Community" – Research and Education Facing the Resolution to Complex Problems in the Life World // Nanjing Social Science. 2020. № 6. С. 130-135.
3. Chen Q.X., Hao C.X., Xiao Y.Y. When Testing Stakes Are No Longer High: Impact on The Chinese College English Learners and Their Learning // Language Testing In Asia. 2020. Т.10. № 6. С.1-18.
4. Liu L., Liu K., Zhao, J.B. Development of Online Flipped Blended Teaching Mode in Higher Vocational Education during COVID-19 Outbreak: A Case Study // EITT 2020 Proceedings. 2020. Т.19. С.193-198.
5. Devi B., Sharma C., Lepcha N. Blended Learning – A Global Solution in the Age of COVID-19 // Journal of Pharmaceutical Research International. 2021. Т.33. № 41B. С.125-136.
6. Babelyuk O., Koliasa O., Lopushanskyy V., et al. Psychological Difficulties during the Covid Lockdown: Video in Blended Digital Teaching Language, Literature, and Culture // Arab World English Journal. 2021. № SI. С.172-182.
7. Darras K.E., Spouge R.J., de Bruin, A.B.H, et al. Undergraduate Radiology Education During the COVID-19 Pandemic: A Review of Teaching and Learning Strategies // Canadian Association of Radiologists Journal. 2021. Т.72. № 2. С.194-200.
8. Zhang S.L. Learning Chinese Culture through Multimedia Authentic Materials and Ethnographic Interview in a Blended Learning Environment: A New Approach // Journal of Technology And Chinese Language Teaching. 2019. Т.10. № 2. С.125-149.
9. Bu X. A Study on Teaching Model of Integrating Intercultural Competence with English Intensive Reading // ICSSHE 2019 Proceedings. 2019. T.336. С.899-902.
10. Kim N.J. A Case Study of the FLIPPED LEARNING Based on Google Classroom -Focused on the Japanese Service Practical Conversation // International Journal of Human & Disaster. 2020. Т.5. № 2. С.21-29.
11. Vertyanova A.S., Arziutova S.N., Ermoshina M.A. Using the technology of blended learning in teaching students from China English and Russian languages //
12. Yazyk I Kultura-Language and Culture. 2021. № 55. С.185-203.
13. Nizegorodcew G. Aspects of Culture in Second Language Acquisition and Foreign Language Learning / J.Arabski, A.Wojtaszek. Berlin: Springer-Verlag, 2011. Вып. 1. C.7-20.
14. Dash P. Culture Rejected as an Individual Difference in the SLA Process: Not Significant, Separate and Appropriate, Overall – Nor for Northeast Asia // Asian EFL Journal. 2003. C.1-23.
15. Piasecka L. Aspects of Culture in Second Language Acquisition and Foreign Language Learning / J.Arabski, A.Wojtaszek. Berlin: Springer-Verlag, 2011. Вып. 1. C.21-34.
16. Komorowska H. Intercultural Competence in ELT Syllabus and Materials Design // Scripta Neophilologica Posnaniensia. 2006. № 8. С.59-83.
17. Kramsch C. Foreign Language Research in Cross-Cultural Perspective / De Bot, K., Ginsberg, R. B., Kramsch, C. Amsterdam: John Benjamins Pubishing Company, 1994. Вып.1. C.217-240.
18. Shiraev E., Levy D. Cross-Cultural Psychology Critical Thinking and Contemporary Applications. New York: Routledge, 2004. Вып.6. C.35-38.
19. Hall D.L., Ames R.T. Thinking Through Confucius SUNY Series in Systematic Philosophy, New York: State University of New York Press, 1987. Вып.1. C.114-124.
20. Guilherme M. Critical Citizens for an Intercultural World Foreign Language Education as Cultural Politics. Clevedon: Multilingual Matters, 2002. Вып.1. C.21-34.
21. Byram M., Veronica E-S. Investigating Cultural Studies in Foreign Language Teaching: A Book for Teachers. Clevedon: Multilingual Matters, 1991. Вып.1. C.2-8.
22. Yue Y.F. The Prediction Model of College English Performance Based on Data Mining Under the Concept of OBE // Engineering Intelligent Systems. 2021. Т.29. № 2. С.89-96.
23. Trompenaars F., Hampden-Turner C. Riding the Waves of Culture: Understanding Cultural Diversity in Business, London: Nicholas Brealey Publishing, 1998. Вып.1. C.6-10.
Межкультурный аспект технологий смешанного обучения с точки зрения конфуцианской философско-культурной парадигмы "Гармония в разнообразии"
Keywords: смешанная модель обучения; учебная программа по английскому языку; культурное разнообразие.
Цель исследования – сопоставление концепции западной культуры и восточной культуры Китая, что в дальнейшем будет способствовать классификации культурно-нравственных ценностей в программах смешанного обучения английскому языку в высших учебных заведениях Китая. В статье рассмотрены межкультурные аспекты языкового и культурного образования с точки зрения философского учения. Научная новизна заключается в использовании конфуцианских философских взглядов на различия между культурами для реализации смешанного обучения по учебной программе английского языка в университетах Китая. Результатом исследования является разработанная структура учебной программы по английскому языку, которая включает в себя овладение важнейшими культурными аспектами. Следовательно, разработчикам учебных программ по иностранным языкам предлагаются стратегии, обеспечивающие положительные результаты обучения в процессе межкультурной коммуникации в поликультурной среде общения.