跨文化交际 教案本 - 图文

personal loyalty and also has much to do with family. It may be similar to Germany friendship to some extent and quite different from other Western friendships. Cultural Information: American Friendship Survey Design a similar questionnaire and conduct a survey among your fellow Chinese students, asking them what they think the important qualities of true friendship. Then try to compare the results of your survey with those of the Australian one and see if there are any significant differences. Then write a report based on your study. Identifying Difference: Family Structure Questions for discussion What is your family like? In what aspects is it the same as or different from the traditional? What problems may arise when people from different family backgrounds communicate with one another? 教 学 后 记 *

*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；

二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。

*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。

教案

时间第 4周，总第 7 次课

安排 章节 Unit 3 Cultural Diversity 名称 教学Learn the cultural diversity 目的 教学重点Learn the cultural diversity 与 难点 Reading II Comparing and Contrasting Cultures Comprehension questions 1. How is the mainstream American culture different from the Japanese culture? Americans believe that human nature is basically good and man is the master of nature. They are future-oriented and ―being‖-oriented. Their social orientation is toward the importance of the individual and the equality of all people. However, the Japanese believe that human nature is a mixture of good and evil. Man is in harmony with nature. They are both past-oriented and future-oriented. And they are both ―growing-‖ and ―doing-‖oriented. They give emphasis to authorities and the group. 2. Can you find examples to support the author?s view of traditional cultures in different value orientations? For example, the traditional Indian culture believes that man is subjugated by nature and it is being-oriented (which can be exemplified by its caste system). Also, traditional Chinese culture is past-oriented, for emphasis has long been given to learning from the old and past. 3. Why do Americans tend to equate “change” with “improvement” and regard rapid change as normal? Concerning orientation toward time, Americans are dominated by a belief in progress. They are future-oriented. They believe that ―time is money‖ and have an optimistic faith in the future and what the future will bring. So they tend to equate ―change‖ with ―improvement‖ and consider a rapid rate of change as normal. 4. What does “Electric Englishman” mean when it is used to describe the American? As for activity, Americans are so action-oriented that they tend to be hyperactive. That?s why that they have been described as ―Electric Englishmen‖, who always keep themselves busy. 5. How would you explain the fact that contradictory values may exist in the same 教 学 内 容 与 过 程 设 计

culture? As time changes faster and faster and there is more contact between cultures, it is more likely to find contradictory values existing in the same culture. This is especially the case in a society that is being transformed from a traditional one into a modern one. For example, in the Japanese culture, some people may still be very past-oriented and some are rather future-oriented, and even the same people may be sometimes past-oriented in certain situations and sometime future-oriented in other situations. 6. What can we get from models of this kind about cultural differences? Models of this kind are quite useful in giving rough pictures of striking contrasts and differences of different cultures. However, such a model only compares cultures on some basic orientations. It does not tell us everything about every conceivable culture. We have to recognize that models of this kind are over-simplifications and can only give approximations of reality. 7. Do cultural values change as time changes? Yes, the values may be in the process of marked change due to rapid modernization and globalization. However, they have a way of persisting in spite of change. The evolution of values is a slow process, since they are rooted in survival needs and passed on from generation to generation. 8. How is communication influenced by differing cultural values? Putting people from one culture into another culture with radically different value orientations could cause stress, disorientation, and breakdowns in communication. Interview Interview at least three people who are different in age, family or educational background, asking them to fill in the following chart to place the contemporary Chinese culture in the five dimensions. Then report the results of your interview to the class. Then compare your results with what your classmates have got from their interviews, and see how the Chinese value orientations differ from those of other cultures. Since China is a very large country and has been changing rapidly in the past few decades, it may not be easy for us to identify the dominating value orientation in contemporary China in each of the five dimensions. It is also possible for us to find that conflicting value orientations exist side by side in some dimensions and we can hardly tell which of them is really the dominating one today. All this indicates that there is now greater diversity within our society and communication between one Chinese and another will probably be somewhat intercultural, too. Group Work Work with your group members to try to find out what values the following English proverbs and sayings may suggest. Then look at some proverbs and sayings from other parts of the world in the following and see what values they may suggest: Sharing Knowledge: Confucian Cultural Patterns Exploration Try to find out the influence of Confucian teaching upon our behavior in everyday life, particularly our verbal behavior in communication. Writing Read the following first.Then write a short essay on whether Confucianism is still a powerful influence in today ?s Chinese society and what we should do with it as one of our cultural resources.

Intercultural Insight Exploration The above description of the Japanese and American living situations may account for some value differences between the two cultures. Try to find something in the traditional living situations in China that will help explain certain characteristics of the Chinese culture. Materials for Reference Cultural Values 教 学 后 记 *

*教学内容与过程设计的主要内容包括（供参考，编写教案时自行删除）： 一、根据教学大纲、教学目的以及教材特点选择教学内容；

二、根据教学内容及学生实际，选择有效的教学方法与手段，突出重点、突破难点； 三、课堂教学环节及各环节的大致时间安排。

*教案字数未做严格要求，一般而言，熟悉本课程教学内容的有经验的教师可写简案，简化内容，突出过程设计，新教师及新任本课程教学的教师原则上应写详案。 *“教学后记”是授课完毕之后，教师对授课准备情况、授课过程及授课效果的回顾与总结，因此，教师应及时手写补充完整本部分内容。

教案

时间第 4周，总第 8 次课 安排 Unit 4 Language and Culture 章节