大學(xué)英語跨文化交際案例分析課堂演示樣本課件

1、Case Analysis,By Group 5,1,學(xué)習(xí)交流PPT,思考：當(dāng)老師邀請你和你的幾位同學(xué) 到家里做客時(shí)，你會(huì)怎么做？,去的時(shí)候： A.在約好的時(shí)間獨(dú)自赴約； B.與同學(xué)一起，在約好的時(shí)間準(zhǔn)時(shí)到達(dá)。 走的時(shí)候： A.自己決定，想什么時(shí)候走就什么時(shí)候走； B.當(dāng)同伴起身告別時(shí)，與同伴一起走。,2,學(xué)習(xí)交流PPT,Jane, an American teacher in the US, had just started teaching English to a group of Japanese students. She wanted to get to know the stud

2、ents more formally, so she invited them to her house for party. The students all arrived together at exactly 8:00 p.m. They seemed to enjoy the party: they danced, sang, and ate most of the food. At about 10:00 pm, one of the students said to the teacher, “I think its time for me to leave. Thank you

3、 very much for the party.” Then all the other students got up to go, and all left at the same time. Jane decided she would never invite them again!,Case 1,3,學(xué)習(xí)交流PPT,Question : Why?,Li Na: Yes, and Japanese people think people go and leave the host family on time shows the respect for the host family

4、.,Fan Yanming: From the case I think Japanese is always on punctual, and when they think its time for the host to rest, they will leave together. This is common in Asian countries.,Zhang Xiaoxia: As far as I am concerned, American people think many people leave at the same time didnt show the respec

5、t for the family host. Whats more, 10:00 p.m is so early for a party to end.,Group Discussion:,4,學(xué)習(xí)交流PPT,Li Xuesong: Yes, all of these cultural differences finally led to Janes misunderstanding.,Gao Rui: In my opinion, Americans are typical individualisms, while Japanese are obviously collectivity.

6、Thats why Jane didnt understand why all the students were gonna leave at the same time.,He Lixia: I agree. And in my view, the Japanese students may think its impolite to stay so late that they would disturb their teacher.,Group Discussion:,5,學(xué)習(xí)交流PPT,Analysis:,6,學(xué)習(xí)交流PPT,Answer:,In this case, Japanes

7、e students showed their respect to Jane in the way of their tradition. As we know, Japanese attach importance to their etiquette(禮儀) and respect when contact with others, this is why they arrived together at exactly 8:00 p.m. They were unwilling to disturb their teacher, so they left together. But f

8、or Jane, her American thinking made her misunderstand this. Since in American, its impolite to leave a party so soon and leave all together, these actions mean that the guests didnt enjoyed the party at all and didnt have enough respect for the hosts hard work. So Jane got angry.,7,學(xué)習(xí)交流PPT,Answer:,A

9、nd when we analyze this case with Hofstedes Dimensions of Cultural Variability, we will find that American people are typical individualism, while Japanese obviously belong to collectivism. In Japan, individual person must obey collectivity, When they go to a party, they tend to go to the part toget

10、her and leave the party together. This is so different from American, in American, people like to act freely. Therefore, its easy to understand the reason why Jane got happy.,8,學(xué)習(xí)交流PPT,Case 2,Identify problems that occurred in the cross-cultural encounter in the following case.,9,學(xué)習(xí)交流PPT,問題,英國著名詩人杰弗

11、里喬叟(Geoffrey Chaucer）的代表作是什么？,10,學(xué)習(xí)交流PPT,LI Hua was a freshman in a university and had an American teacher named Alan. One day Alan was on the subject of poetry, wrote something by Chaucer on the blackboard, and asked the students what it meant. Li Hua knew little about this great British poet, let

12、alone his poems, as did the others.To tell the truth it would have been difficult for Li Hua to answer the question, even if the writing had been translated into Chinese. There was a long silence during which everyone was afraid to answer and they lowered their heads. Unfortunately the teacher chose

13、 Li Hua to answer the question.,11,學(xué)習(xí)交流PPT,She mustered up all her courage and said, Sorry, I dont know. That was always the reply to difficult questions in Chinese classes.She expected him to go on and ask one of the other my classmates, asa Chinese teacher would do. To her surprise he spent the re

14、st of the class explaining how childish her answer was.As an adult, you should at least have some idea about a question, no matter how difficult it is. Even though your answer is totallywrong, its much better than I dont know. She didnt know why she couldnt say, I dont know. It was always safe for h

15、er to say that in her Chinese classes.,12,學(xué)習(xí)交流PPT,Question:,1. Why do most Chinese teachers accept a students reply I dont Know to a difficult question? 2. What did Li Huas American teacher Alan expect her to say? 3. Who was wrong, Li Hua or Alan?,13,學(xué)習(xí)交流PPT,Fan Yanming: The case tell us clearly the

16、 difference between Chinese teachers and American teachers. In brief, as I think, Chinese teachers value the results of learning, and American teacher value the process of learning.,Zhang Xiaoxia: I totally agree. Chinese teachers concentrate on what their students can get in the end, while American

17、 teachers tend to guide their students to think and study on their own. Thats why Chinese teachers accept a students reply I dont Know to a difficult question but American teachers not.,Group Discussion:,14,學(xué)習(xí)交流PPT,Gao Rui: As Alan said in the case, “As an adult, you should at least have some idea a

18、bout a question, no matter how difficult it is.” What Alan really want Li Hua to say is the answer after her thinking, whether it is wrong or not.,Group Discussion:,Li Na: So from Li Huas answer, Alan thought Li Hua didnt think about the question at all by herself, and this made him angry.,15,學(xué)習(xí)交流PP

19、T,Group Discussion:,Li Xuesong: I hold the different idea on this question. Theres a Chinese saying “dont pretend to know what you dont know”, as a Chinese student, Li Hua just did what she thought was right. But Alan didnt noticed this, neither did he noticed that Li Hua is a freshman. So I think h

20、e should have thought twice before he spent the rest of the class explaining how childish Li Huas answer was.,He Lixia: Yes, and I think Li Hua is wrong. As a student, she should at least think about her teachers question, rather than just give up thinking.,16,學(xué)習(xí)交流PPT,Analysis:,17,學(xué)習(xí)交流PPT,Q1:Why do

21、most Chinese teachers accept a students reply I dont Know to a difficult question?,A: In China, teachers value the results of learning, they think an answer should be totally correct. Whats more, just as the old Chinese saying “dont pretend to know what you dont know(知之為知之，不知為不知)”, “I dont know” is

22、usually regarded as a modest action. Therefore, most Chinese teachers accept a students reply I dont Know to a difficult question.,18,學(xué)習(xí)交流PPT,Q2:What did Li Huas American teacher Alan expect her to say?,A: As American teachers care much about students thinking process and the ability of self-studyin

23、g, what Alan really want Li Hua to say is the answer after her thinking, no matter it is right or wrong.,19,學(xué)習(xí)交流PPT,Q3:Who was wrong, Li Hua or Alan?,A: Alan is wrong. Although Li Hua didnt think about the difficult question, it is quite common and normal in China. As a foreign teacher in China, he

24、should know the cultural difference between Chinese education and American education, and learn to show understanding and sympathy for(體諒) his students in cross-cultural encounters, let alone Li Hua is a freshman. Whats more, spending the rest of the class explaining how childish Li Huas answer was

25、might make Li Hua lose her enthusiasm for studying.,20,學(xué)習(xí)交流PPT,知識拓展日美待客,日美待客 禮儀介紹,21,學(xué)習(xí)交流PPT,日本篇,日本人一般不在家里宴請客人，但也有例外，如果你應(yīng)邀到日本人家中做客，記得為女主人帶一束鮮花，同時(shí)也要帶一盒點(diǎn)心或糖果，最好用淺色紙包裝，外用彩色綢帶結(jié)扎。而后到主人家門廳時(shí)記得要脫帽子、手套和鞋。走進(jìn)房門時(shí)，如果你是男子那坐姿就可以比較隨便，但最好是跪坐，上身要直；如是是女子，那就要正跪坐或側(cè)跪坐，忌諱盤腿坐。最后記得要離開主人家后再穿上外衣。 另外，如果你留在主人家吃飯，飯桌 上一些細(xì)節(jié)也要注意哦！日

26、本人接待至親 好友時(shí)，使用傳統(tǒng)敬酒方式，主人在 桌子中央擺放一只裝滿清水的碗， 并在每個(gè)人的水中涮一下，然后將 杯口在紗布上按一按，使杯子里的 水珠被紗布吸干，這時(shí)主人斟滿酒， 雙手遞給客人，觀看客人一飲而盡。,22,學(xué)習(xí)交流PPT,飲完酒后，客人也將杯子在清水中涮一下，在紗布上吸干水珠，同樣斟滿一杯酒回敬給主人。這種敬酒方式表示賓主之間親密無間的友誼。通常第一杯酒是有禮的,但謝絕第二杯卻不為失禮?？腿巳羯骑?每喝完一杯,主人都會(huì)表示高興和鼓勵(lì)多喝,但主人和其他客人并不陪飲。等大家都喝完了,一齊把酒杯倒放才是禮貌的。 此外，日本人的斟酒也很能講究， 酒杯不能拿在手里，要放在桌子上， 右手執(zhí)壺，

27、左手抵著壺底，千萬不要 碰酒杯。主人斟的頭一杯酒一定要接 受，否則是失禮的行為。第二杯酒可 以拒絕，日本人一般不強(qiáng)迫人飲酒. 日本人盛行送禮,而且送禮已經(jīng) 成為整個(gè)日本民族的風(fēng)氣.,日本篇,23,學(xué)習(xí)交流PPT,一位美國朋友邀請你去他家。你以前從未去過美國人的家，你不確定該怎么做。該帶一個(gè)禮物嗎？該怎么穿？該幾點(diǎn)到？到了那里該做什么？答案是：只要使自己感到自在就好了。待客之道就是這樣：雖然不在家，卻讓客人有賓至如歸的感覺。 是否帶禮物的問題常使客人不安。在某些文化中，送主人禮物不只是社交禮節(jié)還是必要的。但是在美國文化中，客人不一定要帶禮物。如果你不打算帶禮物，甚至沒有人會(huì)注意到你的空手而來。

28、美國人的待客之道從家里開始 尤其和食物有關(guān)。大多數(shù)美國人都同意， 無論如何，好的家常菜勝過餐館的菜。 受邀吃飯時(shí)，你或許可以問：“需要 我?guī)┦裁磫?？”除非是每人帶一?菜的聚餐，大多數(shù)非正式的聚餐，你 應(yīng)該穿舒適、輕便的衣服。,美國篇,24,學(xué)習(xí)交流PPT,設(shè)法準(zhǔn)時(shí)到，否則打電話告訴主人你會(huì)晚點(diǎn)到。用餐時(shí)，習(xí)慣上，人們會(huì)稱贊女主人烹調(diào)的美食。當(dāng)然，最大的贊美是多吃！ 當(dāng)你吃得差不多時(shí)，可以主動(dòng)表示要幫忙清理桌子或洗碗盤。吃完聊個(gè)大約一小時(shí)或許就該離去了。最重要的是不要在屋子里四處窺探，除非主人邀請。除喬遷喜宴之外，客人通常只待在客廳里。 美國人通常喜歡訪客事先通知他們，只有非常親密的朋友才可

29、能不請自來，尤其在客人要待好幾天時(shí)更是如此。最好不要久留這是給訪客的經(jīng)驗(yàn)之談。 當(dāng)你住在美國人家里時(shí)，設(shè)法使你住的地方保 持整齊清潔。你的主人一家都會(huì)感謝你這么體貼， 他們甚至?xí)傺埬悖?大多數(shù)美國人都認(rèn)為他們是好客之人。 尤其是美國的南方人更以款待客人自豪， 事實(shí)上，南方的款待是人們所津津樂 道口口相傳的。不過在美國各地，人們都 展開雙臂歡迎他們的客人。,美國篇,25,學(xué)習(xí)交流PPT,知識拓展中美教育,中美課堂 教育比較,26,學(xué)習(xí)交流PPT,課堂教育的總體印象比較： 美：興趣、形散而神不散VS中：任務(wù)、紀(jì)律、整齊劃一 美國中小學(xué)課堂上學(xué)生處于興奮狀態(tài)，不斷有人在提問題，每個(gè)問題都能得到老

30、師或同學(xué)回應(yīng)。討論中，學(xué)生可隨時(shí)接住同伴的話題繼續(xù)進(jìn)行，老師在旁邊觀察指導(dǎo)。講課時(shí)，學(xué)生若有問題隨時(shí)舉手提問，老師及時(shí)回答。學(xué)生按興趣選自己喜歡的課程，在他們看來學(xué)習(xí)是很有趣的事情。教室四周的墻面上看上去“很亂”，貼滿了各種資料，諸如課表、教學(xué)用的貼圖、圖畫、操作規(guī)則、重要知識提示、學(xué)習(xí)方法、充滿哲理的標(biāo)語、名人名言、公式、概念 等等 。連教室門內(nèi)外及黑板都不放過。每個(gè)學(xué)生的單人照 片、名字 、集體照以及教師和其家人的都貼在了墻或門的 某些位置上。 中國中小學(xué)課堂常常給人留下的印象是：學(xué)生穿著 整齊的校服，端端正正地坐在非常擁擠的教室里聽講，老師 滔滔不絕地講，學(xué)生要抄寫大量筆記，課堂有嚴(yán)格的

31、紀(jì)律。 教室墻壁基本上是光禿禿的，教室整潔干凈。開設(shè)的課程全 是必修課。對學(xué)生而言，學(xué)習(xí)是一項(xiàng)艱巨而不得不完成的任 務(wù)。,27,學(xué)習(xí)交流PPT,學(xué)生學(xué)習(xí)方式比較： 美：合作學(xué)習(xí)VS中：獨(dú)立學(xué)習(xí) 美國教育注重學(xué)生在課堂內(nèi)（On-class）協(xié)作學(xué)習(xí)的同時(shí)，還強(qiáng)調(diào)學(xué)生在課堂外（off-class）的合作學(xué)習(xí)。在讓學(xué)生獨(dú)立思考的同時(shí)，提倡學(xué)生在課堂內(nèi)外進(jìn)行團(tuán)隊(duì)協(xié)作，共同完成某項(xiàng)任務(wù)的合作學(xué)習(xí)方式。強(qiáng)調(diào)小組（Group）和團(tuán)隊(duì)（Team）集體的力量，發(fā)揮團(tuán)隊(duì)的作用。注意培養(yǎng)與他人的合作能力，提倡在協(xié)作中提高自己。 例如，師范生在課堂上的教學(xué)實(shí)踐練習(xí)經(jīng)常為2-4人一組共同協(xié)作完成教學(xué)任務(wù)。教師布置的許多

32、作業(yè)非得幾個(gè)人共同協(xié)作完成不可。在獨(dú)立思考的同時(shí)，提倡分享（Share）別人好的想法和建議（Good idea）。注重交流和溝通，重視別人的不同意見 。重視他人從不同渠道獲得來的知識和信息。尊重別人的勞動(dòng) 成果，對同伴和同行的工作善于鼓勵(lì)和贊賞。學(xué)生的學(xué)習(xí)經(jīng)常 為主動(dòng)的、自主的學(xué)習(xí)。 中國的教育過分重視學(xué)生課堂內(nèi)的學(xué)習(xí)而忽視了 學(xué)生課外的所謂“非正式學(xué)習(xí)場合”的實(shí)踐學(xué)習(xí)。在課堂學(xué)習(xí) 中，要求學(xué)生獨(dú)立學(xué)習(xí)、自學(xué)，獨(dú)立完成作業(yè)。同伴間學(xué)習(xí)相 互保守，機(jī)械記憶多于動(dòng)手和理解，學(xué)習(xí)常為被動(dòng)學(xué)習(xí)。,28,學(xué)習(xí)交流PPT,師生在教學(xué)中的關(guān)系比較： 美：導(dǎo)演-演員關(guān)系VS中：演員-觀眾關(guān)系 美國課堂，教學(xué)活動(dòng)開始之前，通常老師已經(jīng)把上課的主要內(nèi)容與安排通過各種方式公布給學(xué)生，學(xué)生一般