高手帮忙翻译一下（最好外语师范专业人士）交际法教学的核心思想是：

交际法教学的核心思想是：
培养学生的交际能力，即学生在将来的工作和社会生活中实际运用外语的能力。
一． 以交际能力为培养方向
交际法教学的社会语言学的基本原则为本，即语言是学习的工具，而不是学习的终点。
外语学习的目的是为了满足某种社会交际需要，如借助外语完成某项任务，或摄取以本族语为媒介难以捕捉的信息。
以交际能力为培养方向，系指教学的宗旨是培养学生在将来外语交际场合中应运自如的能力。
在外语教学中，随着对交际能力培养的日趋重视，交际大纲应运而生。
（一） 教学目的
传统教学以知识传授为纲，侧重培养学生的语言能力；交际法教学则以学生的交际需求为纲，侧重培养学生的交际能力。
传统教学与社会的需求脱节，忽视交际能力的培养。在教学中表现为重视语言规则的讲授而轻语言运用能力的培养。
交际法教学的规划安排，则一切从社会的需求出发，视学生的不同交际需要来确定各教学环节的轻重缓急。以培养外语使用能力为教学重心。教学力图培养出“能力型”的人才。
（二） 研究方法不同
传统教学根据对语言系统本身的研究，以语法为纲，对语言规则分门别类，以此来确定教学的目的、内容和方法。
交际法教学则是通过对学生的目前语言学习环境的考察来规划教学。教学目的的确定，建立在对学生的交际需求的调查基础上。根据学生的交际需要制定教学大纲，阐明培养目标，并列出需要达到的各种交际能力的项目和要求。教学内容及方法的确定以大纲规定的教学目的为准绳，并以对学生目前语言学习环境的调查数据为根据。
二． 以学生为中心
注意对学生的研究，主张在“学”的基础上研究“教”的问题，使教与学有机地结合起来。在课堂教学中以学生的活动为主，教师处于从旁指导地位。规则、原则不应是有教师灌输给学生，而应是在教师的引导下让学生通过观察、分析、归纳等逻辑思维活动来掌握。
（一） 分析学生已成为教学中心的一大特点
教学大纲的制定、课程设置、教材编选、教学方法的采用，均以调查分析学生的特点及其社会交际需要为客观依据。不同的学生，其特点和交际需要不同。因此，教学的方式和侧重应与之适应。只有这样，才能因人施教，提高教学质量。而传统教学则不然，以语法为刚，以语言知识传授为方式，教师自然成为教学的中心。
（二） 语言学习是主动的
传统教学模式是“教授——操练”，学习方式是被动的。学生被灌入一些语言规则，然后通过机械的操练加以巩固。教学的典型表现为教师满堂灌，学生死记硬背。其弊端是学生的积极性受压抑，学生的潜能得不到发挥，学生运用语言的能力差。
交际法教学理论认为，语言学习不是被动的，而是主动的。知识的理解过程不是对语言符号单纯的认识过程，而是通过人脑的认识系统对新的知识的信息处理程序。
在教学中，教师的作用不再是知识的“传授器”，而是如何设置语言环境，以诱发学生的背景知识结构，是学生理解掌握新的知识。教师不再是“权威”，学生成为教学中心。教学效果的好坏不取决于教师讲授的多少，而在于如何发挥教师的“媒介”作用，教学采用启发式，学生的潜能得以发挥，学习积极主动。

The human relations law teaching core thought is:
Raises student's human relations ability, namely student in future work and social life actual utilization foreign language ability.
1. take human relations ability as raise direction
The human relations law teaching social linguistics basic principle for this, namely the language is the study tool, but is not the study end point.
The foreign language study goal is for meet some kind of social intercourse needs, like completes some task with the aid of the foreign language, or absorbs by the native language the information which catches with difficulty for the medium.
Take the human relations ability as the raise direction, will be the advising study objective is trains the student to be supposed to transport the free ability in the future foreign language social gathering.
In the foreign language teaching, along with takes day by day to the human relations ability raise, the human relations program arises at the historic moment.
(1) teaching goal
The traditional teaching take the knowledge instruction as the outline, the stress raises student's language ability; The human relations law teaching then take student's human relations demand as an outline, the stress raises student's human relations ability.
The traditional teaching and society's demand comes apart, neglects the human relations ability the raise. Displays in the teaching for takes the language rule to teach but the light language utilization ability raise.
Human relations law teaching plan arrangement, then all embark from society's demand, regards student's different human relations to need to determine various teaching link the things have their order of priority. Take raises the foreign language use ability as the teaching center of gravity. The teaching tries hard raises "the ability" the talented person.
(2) research technique is different
The traditional teaching basis to the language system itself research, take the grammar as an outline, classifies to the language rule, determines the teaching by this the goal, the content and the method.
The human relations law teaching then is through plans the teaching to student's present language learning environment inspection. The teaching goal determination, establishes in to student's human relations demand investigation foundation in. Need to formulate the program of instruction according to student's human relations, expounded the raise goal, juxtaposes each kind of human relations ability project and the request which needs to achieve. The course content and the method determination take the program stipulation teaching goal as a criterion, and take to the student at present the language learning environment investigation data as the basis.
2. take the student as the center
The attention to student's research, advocated in "study" the foundation studies "teaches" the question, causes to teach with study organically to unify. In the classroom instruction by student's activity primarily, the teacher is in from side instructs the status. The rule, the principle should not have the teacher to instill into for the student, but should be lets the student under teacher's guidance through logical thinking and so on the observation, analysis, induction move grasps.
(1) analyzes the student to become the teaching center a major characteristic
The program of instruction formulation, the curriculum, the teaching material compile, the teaching method use, take the diagnosis student's characteristic and its the social intercourse needs as the objective basis. The different student, its characteristic and the human relations need to be different. Therefore, the teaching way and the stress should and it adaption. Only then like this, can because the human do missionary work, improves the teaching quality. But traditional teaching then otherwise, take the grammar as just, take the language knowledge instruction as a way, the teacher becomes the teaching naturally the center.
(2) language study is initiative
The tradition educational model is "professor □□the drill", the study way is passive. The student 灌入 some language rules, then performs consolidated through the machinery drill. The teaching model performance fills for the teacher full house, student mechanical memorizing. Its malpractice is student's enthusiasm receives constrains, student's ON potential cannot obtain the display, the student utilizes the language the ability difference.
The human relations law teaching theory believed that, the language study is not passive, but is initiative. The knowledge understanding process is not to the language mark pure understanding process, but is through the human brain understanding system to the new knowledge information processing procedure.
In the teaching, teacher's function no longer is the knowledge "the instruction", how but establishes the language environment, by induces student's background knowledge structure, is the student understood grasps the new knowledge. The teacher no longer is "the authority", the student becomes the teaching center. The teaching effect quality is not decided how many which teaches in the teacher, how but lies in displays the teacher "the medium" the function, the teaching uses heuristic, student's ON potential can display, the study positive is initiative.

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