高職學生中國傳統文化輸出教學實踐研究

李淑梅

【摘要】“母語文化失語”的現象在高職生身上普遍存在，提高高職生文化軟實力和文化輸出能力刻不容緩。為解決以上的問題，筆者在商務英語專業的綜合英語課上開展我講好中國成語故事的文化輸出教學實踐并對教學效果進行了評估，是一次值得推廣的文化輸出教學嘗試。

【關鍵詞】成語故事? 教學實踐? 文化輸出

【Abstract】The phenomenon of “mother tongue cultural aphasia” is widespread among higher vocational students. It is urgent to improve the cultural soft power and cultural output competence of higher vocational students. To solve the above problems， the author implement the cultural output teaching practice of telling Chinese idiom stories in English class and measure the effect of this teaching practice， the write think it is a good pilot teaching attempt.

【Keywords】Chinese idiom; teaching practice; culture output

【中圖分類號】H319.3 ? 【文獻標識碼】A 【文章編號】2095-3089（2021）22-0032-03

一、高職生文化輸出的現狀

文化輸出其本質是傳遞真實、全面的文化，進而起到文化的傳播目的，呈現本國文化之美。

長久以來，專業技能教育培養，是我國高職院校人才培養的重心。部分高職院校過于重視專業技能教育，輕視學生的職業道德和人文素養培養，造成學生出現趨于功利、崇尚享樂、缺乏責任感等問題，文化輸出能力不足。中華優秀傳統文化中蘊含大量人文智慧，可以對高職院校學生思想認知產生潛移默化的影響，對高職院校素質教育的高水平開展具有重要的積極的影響。

二、中國傳統文化輸出教學活動設計

在中國文化血脈延續和對外輸出中，成語占據了一個制高點。新冠肺炎疫情全球性蔓延，伊朗大使館微博求助發言寫下了好幾個中國成語：雪中送炭、滴水之恩、涌泉相報、拳拳盛意、銘感五內。網絡熱播的電影《囧媽》中，俄羅斯姑娘娜塔莎能隨口說出“一丘之貉”，徐錚母子的電影臺詞里更是用上了一系列的數字成語，著實精彩。成語，是每個中國人都能隨手使用的文化，也是每個外國人不明覺厲、喜歡學、學了就愛用的文化。本文以高職生綜合英語課程的課前十分鐘教學活動為例，進行高職學生中國傳統文化輸出教學實踐的嘗試，具體情況如下：

（一）課前任務及要求

每節課4位學生輪流用英語講述中國迷你成語故事。學生需以歷史成語故事為基礎，用圖文結合表現形式，向觀眾介紹中華民族悠久的歷史、高超的智慧和歷久彌新的語言文化，展現成語故事中蘊含著的英雄主義、樂觀主義、人道主義等崇高的思想與美德，勤勞、善良、勇敢、團結、忠誠、孝順、公正、清廉、舍己為人等優秀品質。每人展示時間為3分鐘以內，只能使用一幅圖來輔助講解，要求用語簡單清晰，通俗易懂，敘述繪聲繪色，鼓勵使用一些肢體語言，道具，互動來讓講故事的過程更加生動有趣。一個學生一個成語故事，不允許重復。

（二）教學實施過程中問題及教學策略

問題1：語言能力不足和傳統文化底蘊不深

講故事人人都會， 但要講好一個故事并不容易， 用英語講故事就更不容易。部分高職生英語基礎薄弱，開口難，部分高職生開口就錯，部分高職生開口就斷，故事說得零零碎碎，磕磕巴巴。通過測試和訪談，探究其原因，一方面是語言基礎確實有所欠缺，另一方面是學生的學習動機、學習態度、學習方法上有問題。有的學生把講故事只當作作業，應付了事。有的學生就只是簡單的把找到的成語故事，百度機翻一下，整個語言生硬。

教學策略：

針對以上問題，課程教師提出下列教學策略：（1）要求所有學生在上臺講英文故事之前，至少預演故事三遍，并邀請3位同學觀摩提出相應的修改意見，其故事文稿須提前交至老師予以修改;（2）鼓勵學生選擇一些網絡上有成熟英文視頻故事進行跟讀，復演，打磨;（3）鼓勵學生對成語進行創意的改編和簡化，以利于聽眾能聽懂明白;下面是學生提供的成語英文故事文稿和教師的修改稿案例：

學生文稿1 ：

Long time ago， there was a man named Mengzi. His mother moved three times for his growth. For the first time， they moved to the near of grave， here， Mengzi learned how to pray for the dead people， his mother thought the environment was bad， so they moved again， this time their home was near the shops， here mengzi learned how to bargain， his mother was disappointed， so they moved for the third time， this time， their home was next to the school， Mengzi was interested in the what teacher said and learned practical knowledge. His mother was happy because the environment can help him to become a useful person.

教師修改稿1：

孟母三遷（Mother Meng moved home three times）

Long time ago， there was a man named Mencius. His mother moved three times for his growth. For the first time， they moved to the place near to grave where Mencius learned how to pray for the dead people， Mother Meng thought， “This is not the place I would like to raise my son.” so they moved second time， this time their home was near to marketplaces， where Mencius learned how to bargain， his mother was disappointed.

“This is not the place I would like to raise my son， either” said his mother so they moved for the third time， this time their home was next to the school， Mencius was interested in the what teacher said and acquire practical knowledge. His mother was happy said，“This is the place where my son should live from now on.”because the environment can help him to become a useful person.

學生文稿2：

走馬觀花（look at the flowers while riding a horse/get a passing glance at） Mengjiao， a poet of the Tang Dynasty， lived in a poor life.With the encouragement of his mother，he went to Beijing many times and failed to pass the exam. He didnt get a scholar until he was 46. He expressed his joy by writing a poem “A days view Changan flowers is full of complacency and horseshoes disease.”

唐朝詩人孟郊年輕時隱居嵩山，過著清貧閑淡的生活，在母親的鼓勵下，他多次進京趕考沒有考中，直到46歲時才考取進士，他用寫詩“昔日齷齪不足夸，今朝放蕩思無涯。春風得意馬蹄疾，一日看盡長安花”來抒發自己的喜悅心情。原形容事情如意，心境愉快。后多指大略地觀察一下。比喻觀察事物或了解情況不深入細致。

教師修改稿2：

Mengjiao， a poet of the Tang Dynasty， lived in a poor life. With the encouragement of his mother， he went to the capital and take national examination to get scholar title from the government.Unluckily he has failed to pass the exam so many times. Finally he has made it and won the scholar title （JinShi） when he is 46， so he could get a job in the government.

He wrote the poem to show his joy. The last two sentences said：“It seems that the horse ran so much faster at this happy moment that I can tour around beautiful sights of Changan （Xian ） in one day.”

從上面2稿的對比，我們看出學生能有創意的改編簡化故事，但是由于自身古文學修養的不足，導致有時講出來的故事不能很好地再現古代文化，如孟子和孟母的譯法，古詩和古代科舉進士的譯法，作為老師可以補充一些古文的專業翻譯技巧和傳譯技巧。

問題2：故事講述風格不自然

經過預演后，大部分同學可以比較流暢地講述故事，但部分同學公眾發言經驗少，對自己的英語語言功底不自信，很少有同學能夠在講述故事的過程中，展開一些與聽眾的互動。

教學策略：

針對以上問題，課程教師提出下列教學策略：（1）要求聽眾在故事完成后提出一個小問題，鍛煉生生互動;（2）建議學生結合圖片講故事，能利用圖片來突出故事的點;（3）鼓勵學生注意使用一些手勢語言和面部語言，讓故事能有形有神;（4）在學生故事講完后，給學生相應的獎勵和建議卡片，幫助其樹立自信心。

問題3：故事講述過于復雜

部分同學故事改編能力不強，導致簡單故事，用詞復雜，教師通過小組合作的方式，鼓勵學生互相幫助簡化故事，增加故事的易讀性。下面就是一個成語故事語言簡化案例：

改編前的學生文稿：

One morning he found a hole in the sheepfold. The Wolf went into the hole and carried off a sheep. The neighbors suggested that he repair the sheepfold. He was unmoved. The next day he lost another sheep and regretted not having listened to their advice. Then he went to repair the hole and never lost another sheep again. The story is losing the sheep， mending the sheepfold， and the rest of the sheep wont be lost. When errors occur， they can be corrected immediately to reduce errors. If problems are identified in time and remedial action is taken， continuing losses can be avoided.

小組簡化后文稿：

One morning the sheep owner found out one sheep is missing in the sheep house. The neighbors said， “Look， here is a big hole. It must be the wolf came through this role and took your sheep away. You should repair the hole?now”. But the sheep owner didnt take his neighbors? advice. The next day he lost an sheep again！ This time he changed the mind and covered the hole. From then on ，no more sheep was stolen by the wolf. This story tell us it is never too late to mend.

（三）課后的鞏固與強化

為了固化學生講故事的成果，課后教師要求學生以小組為單位，利用視頻制作軟件，選取一個故事，用圖片、字幕、配音制作一個英文成語故事視頻，可以發布于新媒體，進行投票比賽，并獎勵最優秀的作品。

三、中國傳統文化輸出教學實踐效果與反饋

課后，100%同學完成了英文成語故事的講述，95%的同學完成了英文成語故事視頻，大家覺得成就感很大，不但深化對我國傳統文化的理解和表達，古代文化中的一些倫理智慧對他們人生觀、世界觀、價值觀也帶來積極的影響，更是一次有意思的跨文化傳播的有趣嘗試。

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