| *數量非實際在台庫存 *完成訂單後正常情形下約兩周可抵台。 *本賣場提供之資訊僅供參考,以到貨標的為實際資訊。 印行年月:202103*若逾兩年請先於私訊洽詢存貨情況,謝謝。 台灣(台北市)在地出版社,每筆交易均開具統一發票,祝您中獎最高1000萬元。 書名:知識建構旨趣理論下中國大學英語教育的哲學反思 ISBN:9787518085750 出版社:中國紡織有限公司 著編譯者:車向前 頁數:109 所在地:中國大陸 *此為代購商品 書號:1591949 可大量預訂,請先連絡。 內容簡介 本書共分為六章。第一章回顧了相關理論文獻,第二章介紹了哈貝馬斯的認知旨趣理論;文章的核心部分是三至五章,即運用哈貝馬斯的認知旨趣理論對目前的大學英語教育進行了以下三方面的反思:大學英語教育本質、大學英語教育目標、大學英語教育的師生關係。作為文章的重要組成部分,文章最後一章討論了這些思想在微觀教育理論研究領域如課程設計、教學模式(特別是基於網路論壇的輔助大學英語寫作教學模式)、教材選擇等方面的應用。目錄 Chapter 1 Related Concepts and Literature Review1 1 Two Theoretical Study Levels and Some Key Concepts 1 2 Literature Review of Theoretical CEE Studies in China 1 3 Limitations of These Studies Chapter 2 Habermas' Knowledge-Constitutive Interest Theory and Its Related Studies 2 1 Habermas'Knowledge-Constitutive Interest Theory 2 2 Studies on KCIT and Its Applications in Education at Home and Abroad 2 3 Why Is KCIT Proposed as Foundation? Chapter 3 Viewing the Nature of CEE Based on KCIT 3 1 A Historical Look of CEE and Its Limitations 3 2 The Nature of CEE Based on KCIT: Language-Based but Human-Centered 3 3 The Nature of CEE Based on Trichotomous KCIT: An Inte-grated Course Chapter 4 Viewing Educational Objective of College English Curriculum Based on KCIT 4 1 The Current Curriculum Objective 4 2 Instrumental Objective 4 3 Cross-cultural and Social Communicative Objective 4 4 Emancipatory or Critical Reflective Objective Chapter 5 Relationship between Teachers and Students in CEE: from Binary Opposition to Dialogue and Intersubjectivity 5 1 Subjectivity Philosophy and T-S Binary Opposition in CEE 5 2 Intersubjectivity Philosophy and Habermas' Dialogical Reason 5 3 Language Education, Intersubjective T-S Relationship in CEE under Habermas' Dialogical Reason Chapter 6 Revelation for Pedagogical Practice of CEE Based on KCIT 6 1 Course Design 6 2 Learning Model 6 3 Instructional Design: An Example 6 4 Teaching Material Selection Conclusions and Implications Bibliography 詳細資料或其他書籍請至台灣高等教育出版社查詢,查後請於PChome商店街私訊告知ISBN或書號,我們即儘速上架。 |