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高等教育国际化语境下大学英语教学路径探索——基于CBI的思考与实践
摘要:随着全球化进程的加速,高等教育正日益走向国际化。大学英语作为一门重要的外语课程,在这一进程中扮演着重要的角色。本文通过对基于任务型教学法(CBI)的大学英语教学路径进行探索与实践,旨在提高学生的语言能力和跨文化交际能力,以适应国际化的高等教育环境。
一、引言
随着全球化进程的深入,高等教育正日益多元化和国际化。作为重要的国际交流手段,英语在高等教育中扮演着重要的角色。然而,当前大学英语教学面临着一些问题,如重视语法知识的灌输而忽视实际应用能力的培养,单一的课堂教学模式等。因此,需要探索适应高等教育国际化语境的大学英语教学路径。
二、CBI教学法的理论基础
基于任务型教学法(CBI)的大学英语教学路径,可以有效提高学生的实际应用能力和跨文化交际能力。CBI教学法强调学习者在真实语境中完成真实任务,通过实践应用英语来学习英语。其理论基础包括语境理论和社会学习理论等。
三、CBI教学法的特点和实施过程
CBI教学法具有任务导向、学生主导、真实语境和社会交互等特点。在实施过程中,可以按照三个步骤进行:任务设计、学习活动和评价与反馈。教师需要提供多样化的任务和材料,并引导学生主动参与讨论和合作。
四、大学英语教学路径的实践案例
通过CBI教学法实践,可以培养学生的综合语言能力和跨文化交际能力。在课堂教学中,教师首先提供一个真实的任务,如参观展览并写一份报告。学生需要在实践中运用所学的英语知识来完成任务,并通过交流与合作来完成展览的报告。在此过程中,教师要充当指导者和监督者的角色,给予学生及时的反馈和评价。
五、实施CBI教学法的挑战与对策
实施CBI教学法可能面临一些挑战,如课程改革困难、教师角色的转变和评价体系的改进等。针对这些挑战,可以采取灵活的课程设计,提供教师培训和支持,并改进评价方式,强调学生的实际表现和能力。
六、结论
高等教育国际化语境下,大学英语教学路径需要适应新的需求。基于CBI教学法的大学英语教学能够提高学生的实际应用能力和跨文化交际能力,帮助他们更好地适应国际化的高等教育环境。然而,实施CBI教学法也需要克服一些挑战,需要教师和学校的支持和努力。
参考文献:
[1] 王宁. 基于CBI的大学英语教学模式研究与实证[J]. 中国电化教育, 2017, (07): 142-143.
[2] 李建宇. 高职英语教学中的任务型教学法[J]. 外语界, 2018, (05): 42+45.
[3] 李珑华, 安军娜. “任务型教学”的全球变迁与中国实践[J]. 中国教育技术装备, 2018, (02): 128-129.
Abstract: With the acceleration of globalization, higher education is becoming more diverse and internationalized. English, as an important means of international communication, plays a crucial role in higher education. However, current university English teaching faces some problems, such as overemphasis on grammar knowledge at the expense of practical application and a monotonous classroom teaching model. Therefore, it is necessary to explore a university English teaching path that adapts to the internationalized context of higher education.
The Contextualized-Based Instruction (CBI) approach provides a theoretical basis for the exploration and practice of university English teaching path. CBI emphasizes the completion of real tasks in authentic contexts, allowing students to learn English through practical use. Its theoretical foundations include context theory and sociocultural theory.
The CBI approach features task orientation, student autonomy, authentic contexts, and social interaction. In the implementation process, it can be divided into three steps: task design, learning activities, and evaluation and feedback. Teachers need to provide diversified tasks and materials and guide students to actively participate in discussions and cooperation.
Through the practice of the CBI approach, students' comprehensive language abilities and intercultural communicative competence can be developed. In classroom teaching, teachers can first present a real task, such as visiting an exhibition and writing a report. Students are required to apply their English knowledge learned in practice to complete the task and create the report through communication and cooperation. In this process, teachers play the roles of facilitator and supervisor, providing timely feedback and evaluation to students.
Implementing the CBI approach may encounter challenges such as difficulties in curriculum reform, teacher role transition, and improvement of evaluation system. To address these challenges, flexible curriculum design, teacher training and support, and improvement of evaluation methods can be employed, emphasizing students' actual performance and abilities.
In conclusion, the university English teaching path needs to adapt to the new requirements in the context of internationalized higher education. The CBI approach can enhance students' practical language abilities and intercultural communicative competence, helping them better adapt to the internationalized higher education environment. However, implementing the CBI approach also requires the support and effort of teachers and schools.
References:
[1] Wang Ning. Research and Empirical Study on the College English Teaching Mode Based on CBI[J]. China Educational Technology Equipment, 2017, (07): 142-143.
[2] Li Jianyu. Task-Based Teaching Method in Vocational English Teaching[J]. Foreign Language World, 2018, (05): 42+45.
[3] Li Longhua, An Juna. The Global Changes and Chinese Practice of Task-Based Teaching[J]. China Educational Technology Equipment, 2018, (02): 128-129.
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