创新性声明及关于论文使用授权的说明
摘要
Chapter One Introduction
Chapter Two Knowledge-oriented Mode
2.1The teaching of culture and the culture of learning
2.2 Chinese traditional culture of learning
2.2.1 Chinese culture rooted in Confucianism
2.2.2 Chinese traditional culture of learning
2.2.3 Foreign language class ruled by Chinese traditional culture of learning
2.3 Knowledge-oriented mode
2.4 Summary
Chapter Three Limitations of Knowledge-oriented Mode
3.1 Limitations in cultural knowledge
3.1.1 Stereotypes embodied in knowledge-oriented mode
3.1.2 The authenticity of cultural knowledge in this mode
3.1.3 Comment on the negative effects
3.2 Limitations caused by a lack of cultivation of critical thinking
3.2.1 Chinese traditional culture of learning endows the mode with an absence of critical thinking
3.2.2 The invalidity of learner's native culture
3.2.3 Negative outcomes resulting from lacking critical thinking
3.3 Summary
Chapter Four Empowerment-oriented Mode
4.1 Empowerment-oriented mode
4.2 An interaction-based dialogic pedagogy
4.2.1 Intercultural dialogues
4.2.2 Interpersonal dialogues
4.2.3 Intrapersonal dialogues
4.3 The positive outcomes
4.3.1 A critical mind—cognitive growth
4.3.2 A cross-cultural personality—a personality development
4.3.3 Self-aware, adaptable, and empowered learners—an extra gain
4.4 A challenge to the traditional culture of learning
4.5 Summary
Chapter Five Conclusion
Acknowledgement
Bibliography
Achievement