From knowledge transfer to reflective practice: Constructing a praxis teaching model for understanding contemporary Chinese English speech courses
从知识传递到反思性实践：构建理解当代中国英语演讲课程的Praxis 教学模型

摘要

“理解当代中国”系列英语课程肩负着培养学生用英语讲述中国故事、沟通中外的时代使命。然而，当前理解当代中国英语演讲课程教学常陷入“内容翻译”与“技能训练”的二元困境，学生易产生“失语”或“套话”现象，缺乏对演讲题目深度理解与真诚沟通的能力。为突破此困境，本文引入批判教育学与行动研究中的“Praxis”（反思性实践）核心理念，构建了一个专为该课程设计的“议题锚定-话语生成-公共反思”三维循环Praxis教学模型。该模型将课程重新定义为一项“社会话语实践”，强调在“行动（演讲实践）-反思（批判性对话）-再行动（优化传播）”的循环中，促进学生对中国理论和中国实践的理解，并提高学生负责任的跨文化话语能力。本文详细阐述了该模型的理论基础、结构框架、实践路径及评估原则，以期为课程改革提供可操作的理论与实践框架。

Abstract

The Understanding Contemporary China series of English courses shoulder the contemporary mission of cultivating students’ ability to tell China’s stories and communicate between China and the world in English. However, current teaching of the Understanding Contemporary China: English Public Speaking course often falls into the dilemma of “content translation” and “skill training,” making students prone to “speechlessness” or “clichéd expressions,” and lacking the ability for deep understanding and sincere communication on the speech topics. To break through this dilemma, this paper introduces the core concept of “Praxis” (reflective practice) from critical pedagogy and action research, aiming to construct a three-dimensional cyclical Praxis teaching model specifically designed for this course, characterized by “issue anchoring, discourse generation, and public reflection.” This model redefines the course as a form of “social discourse practice,” emphasizing that through the cycle of “action (speech practice) – reflection (critical dialogue) – re-action (optimized communication),” students can deepen their understanding of contemporary Chinese theories and practices, while enhancing their responsible intercultural discourse competence. This paper elaborates on the theoretical foundations, structural framework, practical pathways, and assessment principles of the model, hoping to provide an operable theoretical and practical framework for curriculum reform.