摘要
教育的基本功能是促进人的发展与社会发展,二者关系是通过培养人的教育活动对社会的发展起作用；而培养人的教育活动一般是由专门的学校来实现的,高等学校就属于这样的专门机构。当今,随着人类社会进入信息化时代,通讯、交通、媒体技术飞速发展,全球一体化进程加快,一国的教育与发展不但会受到本国的经济、政治、文化所制约,而且会受到全球一体化潮流的冲击。我国高等学校作为培养人的专门机构,必须注重培养大学生具有国际意识,掌握外语工具和国际交流法则,理解不同国家与民族的文化,以承担国际交流的时代重任。大学英语(本研究主要是指非英语专业)作为高校的重要课程之一,是中西文化交流的重要工具,在教学中加强文化教学以提高大学生跨文化交流水平就成为高校的一项重要的教学任务。
后现代知识观认为,知识与文化是不可剥离的,且知识有显性知识与缄默知识之分,这与美国学者霍尔所认为的文化有隐性文化与显性文化之分异曲同工。对于知识的获得,后现代教学观认为,教学不仅仅是让学生接受现成的知识结论,即显性知识,还必须由学生自己参与、经历、感受和体验获得缄默知识,进行新知识建构。在建构过程中,语言是思维的媒介,是人们用来交际、交往和认知的工具；同时,语言也离不文化和社会发展的影响,即语言与文化是一体两面。因此,大学英语教学不仅是语言教学,也是文化教学。但是,在我国的大学英语教学中,由于无法解决英语教学的文化环境支撑问题,所以学生习得的语言只是一具“空壳”,无法顾及到语言的文化内涵,导致学生毕业后无力应对跨文化交际的需要。对此情况,一些学者已经意识到文化在大学英语教学中的缺席问题,于是文化教学理论纷纷而出,主要形成两大流派,即文化作为知识的教学和文化作为过程的教学。作者经过认真探讨他们的教学理论,认为应该揉合文化作为知识教学与文化作为过程的教学的研究成果,并吸纳文化体验教学的概念,提出大学英语文化体验教学的论题：一是根据大学英语作为知识的特点,确定贯通性文化主题,并以词汇和言语的形式为切入点,开展语言文化教学活动；二是依据大学英语作为过程的特点,通过文化体验教学的途径,进行大学英语文化体验教学。
为此,作者结合自己十多年的从教经验和对相关教学理论的探讨,并进行了一年多的行动研究,总结概况出这样几个观点或结论：
第一,在大学英语文化体验教学中,文化主题这一概念的引入切中了学生学习英语的脉搏,极大地激发了他们的学习兴趣；
第二,以大学生为学习主体的体验教学,调动了他们的积极性,其研究的部分成果颠覆了或是补充了传统的大学英语课堂教学；
第三,大学英语文化体验教学使学生意识到学习英语不只是单个的词汇或者句子学习,而是整体语言的学习,进一步深入为文化的理解,从而改善了他们目前的英语学习方式；
第四,根据课堂观察、访谈和调查问卷,结合大学英语文化体验教学活动的实施,初步形成大学英语文化体验教学实施策略。
大学英语文化体验教学以文化为中心,以圆周制教学为方法,以体验为学习途径,以学生为主体,竭力为外语教学提供了一个新方式方法。在本研究中,大学英语文化体验教学为学生提供了认识了解英语国家和地区文化的一把钥匙,并且注重了学生的主体性和主动性学习。其间,母语文化和外语文化的学习并举,通过师生之间具有良好的互动,为大学英语文化体验教学的顺利进行“扫平”了心理上的焦虑和紧张状态；显性文化知识获得与隐性文化知识获得同行,两者互相递进,解决了跨文化交际中的障碍。同时,大学英语文化体验教学促进了教师、教材以及学生之间的有效互动,促进了大学英语教师的专业发展。
总之,本研究以探究语言与文化的关系为源头,以后现代理论以及语言学理论为基础,以体验教学为途径,提出大学英语文化体验教学思路,并经过一年的大学英语文化体验教学行动研究,将文化知识、文化过程和文化体验融入大学英语教学之中,在深度访谈、问卷调查以及课堂观察的基础上,总结出大学英语文化体验教学实施策略,具有一定的创新性；并且在人类思维、语言与文化的一般规律指导下,发挥“做中学”的优势,实施以学生为主体的教学理念,尝试隐性文化知识与显性文化知识教学并举,为我国大学英语教学提供一些借鉴。
Education can cultivate the people and promote the development of society, in which the cultivation of people has an effect on the development of society. Different kinds of schools that are responsible for cultivating the people and the universities are one of them who is capable of doing so. Nowadays, with the development of the information, communication, transportation, media technology and the more rapid development of the globalization, education in one country is not only bound to be influenced by its own economy, politics and culture but also by the tide of globalization. In our country, being an organization of cultivating the talents, the university must pay attention to equip the students with the international horizon, master English as a tool and the international communication principles, understand the different cultures of different countries and peoples so that they can shoulder the responsibility to achieve the communication between cultures. The college English (non-major), one of the important college courses, is an important tool for the cross-culture, where the culture teaching must be strengthened so as to promote the students to achieve the cross-cultural communication which is an important teaching task.
The post-modernism states that knowledge is inseparable with culture. Knowledge is divided into two categories as the tacit knowledge and the explicit knowledge, which coincide with Hall's theory that culture can be divided into the tacit and the explicit. To gain knowledge, for the post-modernism, teaching includes not only providing the students the explicit knowledge but also giving the students opportunities to take part in, experience and feel to construct inside and gain the tacit knowledge and construct the new knowledge. In the process, language is affected by the culture and the social development, which mean language and culture are bound together. Therefore, the college English teaching is not only the language teaching but also the culture teaching. However, in our county, due to the lack of language environment and the culture atmosphere, what most of the college students get from learning English is simply a skeleton of language without the essence of it---culture, which makes it hard for the college students to achieve the cross-cultural communication smoothly. Gradually, some scholars came to realize that it is due to the absence of the culture in language teaching. So many theories about the culture teaching turned up, which were divided into two schools, teaching of culture as the knowledge and teaching of culture as a process. After a detailed research on those theories, the author thinks that those two theories should be combined together and applies the cultural experience to it. Finally the author puts forward the college English teaching by the cultural experience, during which the cultural themes, in the form of "word" and "language", are set on the basis of the teaching of culture as knowledge in order to do some activities associated with language, and the cultural experience is applied to the college English teaching as an approach on the basis of the teaching of culture as a process.
As it concerned, by combining her own teaching experience and some relative theories, after doing the one-year action research, the author has some findings:
First, in the process of applying the cultural experience to the college English teaching, the introduction of the cultural themes to the college English teaching attracts the students to be more and more interested in studying English.
Second, the students being the subject of teaching encourages them to study English, which improves and betters, or even partly turns back against the traditional classroom of the college English teaching.
Third, applying the cultural experience to the college English teaching makes the students realize that English study is not only about the words or the sentences, but the wholeness of language, which can be furthered into the understanding of the culture so as to change their English studying style.
Fourth, according to the class observation, interviewing, questionnaire and the class activities, the strategy of the cultural experience in the college English teaching is formed.
In the college English teaching by the cultural experience, the culture is functioned as the center, the circular teaching as a method, experiencing as an approach, students as a subject, which aims to find a new strategy for the college English teaching. This research is providing the students with a key to understand the culture in the English-speaking countries. At the same time, it stresses the subjectivity of the students and their active study. During its process, the Chinese culture and the English culture are both emphasized, the students and the teachers smoothly communicating with each other, which overcomes the students' anxiety. The explicit culture and the tacit culture are both considered and reacted to each other, which overcomes the obstacle in the cross-cultural communication. Besides, the college English teaching by the cultural experience promotes the multi-dimensional reaction to each other among the teachers, the students and the teaching materials, strengthening the teachers' professional development.
All in all, the relation between the language and the culture being the source, the linguistic theory and the constructivism theory the base, the experience teaching an approach, the author builds the thought of the college English teaching by the cultural experience and puts it into practice. After the one-year action research, by integrating the concept of the culture as knowledge, the concept of the culture as a process and the cultural experience, on the basis of interviewing, questionnaire and the class observation, the strategy of the college English teaching by the cultural experience is formed, which is innovative. In addition, under the basic principle of the human being's thought, language and culture, making advantage of "learning by doing", carried out on the basis of the students' subjectivity, it is designed to combine the explicit culture and the tacit culture, aiming to give some hints to the college English teaching.
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