从“知其然” 到“知其所以然”

当今众多语言教学法的主要目标是对学习者的语言能力培训。因此，衡量教学的成功与否大都通过语言技能来体现，尤其是语言交流能力。这一趋势不但反映在课堂教学上，而且也反映在语言教学研究、教师培训、教程和教材上。 Kinoshita & Zhang 于 2014Kinoshita, Y. and Zhang, Y. (2014). “Why do we teach languages at universities? Re-conceptualization of foreign language education.” Selected Proceedings of the Second National LCNAU Colloquium, 87–100. 年提出重新审视高等教育中语言教学的目的。她们认为，高等教育中的语言课应被视为一种“人文教育” (liberal arts education) ，目的是智能开发和超语言的知识传授。也就是说，高等教育中的语言课的重点之一应该是提高学习者的普遍认知水平，培养其思辨能力，使其对目的语国家和当今世界不但“知其然”、而且“知其所以然”。

本文将从人文教育这一视角来审视一个将“培训”和“教育”齐头并进的教学实践和体验，重点探讨人文教育在中高级汉语课中的体现，包括课程理念及一系列旨在使学习者深层次、多方面、零距离地探讨和思考今日中国的课堂活动，培养其全面、均衡的思辨能力，从而促使其对目的语国家（中国）的了解不但“知其然”, 而且“知其所以然”。

From knowing what to knowing why: a liberal arts education approach in a Chinese language classroom

In 2014Kinoshita, Y. and Zhang, Y. (2014). “Why do we teach languages at universities? Re-conceptualization of foreign language education.” Selected Proceedings of the Second National LCNAU Colloquium, 87–100., Kinoshita and Zhang called for a reconceptualization of foreign language teaching that advocates a “liberal arts” approach emphasizing the intellectual development beyond language facility. This paper is a reflection of a pedagogical practice that embraces this approach. The paper gives a detailed presentation and exposition of the design of a course that aims to promote a balanced and nuanced critical understanding of the target language country – China. The paper describes and discusses a suite of activities that engage pre-advanced students of L2 Chinese through in-depth contact with ideas and objects related to China, and the “why” of its contemporary issues.