On College English Teaching And Learning Reform: From Perspective Of Philosophy Of Culture

College English is an integral part of the undergraduate curriculum system, and College English teaching and learning is one of important ways to foster and upgrade college students'cultural attainments. With social development and the needs of foreign exchange, the cry for college English teaching and learning reform has almost never ceased. Since 2004, with the publication of College English Curriculum Requirements (trial edition), there has been continuous discussion about the nature of College English teaching and learning, and the significance of research into College English teaching and learning has been highlighted. However, College English teaching and learning in practice still tends to be instrumentally rationality-oriented in its teaching and learning subjectivity, content, process and assessment, resulting in "loss of objectives", "process screened", "result dislocation", finally leading to the phenomena and problems of ignoring the basis of "cultural exchange" and the process of "cultural understanding" in College English teaching and learning. Due to the above, after analyzing the practical problems in College English teaching and learning from the perspective of cultural philosophy, this study attributes the chief causes to instrumental rationality-orientation in teaching and learning. To solve such real problems effectively, this study, with the introduction to the evolution process of the mainstream of social cultural values, the tendency of higher education reform and development over the world, and the shift of research paradigms in cultural teaching studies, criticizes the traditional College English teaching and learning, which has been focusing on its teaching and learning instrumentality while neglecting the humanity, advocates the integration of instrumentality and humanity in teaching and learning, and tries founding College English teaching and learning framework according to cultural philosophy from such teaching and learning elements as objectives, contents, implementation and assessment, so as to provide theoretical support for the improvement of College English teaching and learning quality.With the research methods of documentation, investigation, action research, case study, observation, comparison, cross-cultural analysis, this study conducts research into such issues as instrumentally rational manifestations of College English teaching and learning, humanity College English teaching and learning should pursue, College English teaching and learning objectives, contents, implementation and assessment from the perspective of cultural philosophy.The dissertation falls into eight parts:Part One introduces the origin of this study, literature review of the relevant studies, research purposes and significance, research thought and methods.Part Two analyzes the sensibility of instrumental rationality in College English teaching and learning, followed by the criticism of its deficiencies. To begin with, College English Teaching and Learning is defined and its special characteristics are explained. To be more specific, College English Teaching and Learning refers to a kind of special interactive activity on the basis of diaologue, communication, understanding and cooperation between College English teachers and non-English majors, foreign language teaching theories being its guidance, English language its vehicle, knowledge, practical skills of English language, intercultural communication and learning strategies its main components, in-class teaching and learning its main channel while net-based and non-net-based after-class teaching and learning the continuation of in-class one, aiming to help learners master language knowledge and skills, form right emotions, attitudes and values, enhance their humanistic attainments, intercultural communication based on intercultural understanding and critical cultural thinking. Instrumentality, subjectivity, development and cross-culture, etc. are the main characteristics of College English teaching and learning, different from primary, secondary English teaching and learning, different from teaching and learning English as a major. Then, after analyzing the sensibility of its instrumental rationality, this part criticizes pure instrumental rationality-oriented College English teaching and learning.Part Three focuses on studies of College English teaching and learning reform from perspective of cultural philosophy. It firstly analyzes ideology of cultural philosophy, summarizes essential requirements of the evolution process of the mainstream of social cultural values, analyzes the pursuit of higher education development in the world, clarifies the shift of research paradigms in cultural teaching studies, all of which lay a solid foundation for the necessity of studies on College English teaching and learning reform from perspective of cultural philosophy. Then it goes on to elaborate ideas of College English teaching and learning reform.Part Four elaborates cultural philosophy-based pursuit of College English teaching and learning values. To start with, this part discusses the connotations of College English teaching and learning. Then, it moves on to the discussion on the reasonable pursuit of College English teaching and learning instrumental values, asserting that acquisition of knowledge and skills, pursuit of efficiency and explicit utility are typical embodiments of sensible instrumentality of College English teaching and learning. Next, it continues on to the discussion that humanistic values, such subjectivity, developmentality, cultural understanding and critical cultural thinking should be what College English teaching and learning pursues as well, which is far more important. Based on the above, this part finally advocates the integrated pursuit of both instrumental and humanistic values in College English teaching and learning.Part Five elaborates the construction of College English teaching objectives on the basis of cultural philosophy. This part firstly reviews the evolution and development process of College English teaching and learning objectives, pointing out the dominant instrumental features of language teaching and learning objectives before the year of 2004, but the shift to the integration of instrumentality and humanity since 2004. Then, it discusses the basis for the construction of College English teaching and learning objectives, such as the studies about learners, social life and the development of English as a discipline. Based on the analysis of the College English teaching and learning objective traits and deficiencies of the previous College English teaching and learning objectives, cultural philosophy-based College English teaching and learning objective system is constructed from the dimensions of instrumentality and humanity—instrumental objectives including knowledge and skill, humanity objectives including morality education, emotion and willpower education, and esthetic education.Part Six copes with the content selection and organization of College English teaching and learning on the basis of cultural philosophy. This part firstly elaborates the important content selection orientations and principles of College English teaching and learning, orientations such as multicultural educational concept recognizing the diversity and differentiation, cultural understanding and appreciation, principles such as integration of language knowledge and cultural connotation, social mainstream culture and thought style, generality and individuality, present and future, coordination between nationality and worldwideness, recent development zone. Following the status quo analysis of College English teaching and learning is the cultural philosophy-based content system construction of College English teaching and learning, firstly, from facets of listening, speaking, reading, writing and translation, and then cultural philosophy-based content organization from aspects of relatedness, integrativeness and openness.Part Seven deals with cultural philosophy-based implementation of College English teaching and learning, including implementation factors—requirements of teachers, learners and environment, and effective implementation channels—in-class teaching and learning, net-based and non-netbased after-class teaching and learning.Part Eight centers on cultural philosophy-based College English teaching and learning assessment. This part begins with the shortcoming analysis of traditional College English teaching and learning assessment with standards of knowledge and ability as the core. Then it moves on to construct cultural philosophy-based College English teaching and learning assessment system, stating that basic assessment requirement is the integration of instrumentality and humanity, thus, emphasizing 360 degree feedback assessment, qualitative assessment and understanding assessment, both teachers and learners as assessing subjects, sticking to assessment principles of humanity, pluralism and objectivity.The last part is the conclusion, summarizing the major findings of the study and pointing out its problems that need further research.