《高等教育中的CBI模式》述评  

A Review of Content-Based Instruction in Higher Education Settings

作　　者：廖春红[1] 杨秀松[2] 

机构地区：[1]牡丹江师范学院 [2]云南大理学院

出　　处：《外语教学理论与实践》2009年第3期88-92,共5页Foreign Language Learning Theory And Practice

摘　　要：本文简要介绍《高等教育中的CBI模式》(2002年)内容,重点在以下几个方面进行评论:1)CBI模式的确立必须以学习者的需求为中心,将语言目标、学科目标和提高批判性思维能力融为一体。2)CBI的学科内容要体现真实性、可操作性和整体一致性。3)从课程设计、课堂活动到教学方法和评估方式,学科教师和语言教师的合作应该贯彻整个CBI教学的始终。对比发现,中国的CBI教学对自己的教育环境和学生的需求缺乏实事求是的分析,教师间的合作意识淡漠,并且缺乏教学反思和实践中的探索精神。This paper reviews Content-Based Instruction in Higher Education Settings （authored by JoAnn Crandall and Dorit Kaufman and published in 2002） from the three aspects： （A） Needs analysis should be carried out in the choice of a suitable model. Additionally, language objectives, content objectives and critical thinking skills should also be involved in the design of CBI. （B） Text selection and development of CBI should use authenticity, flexibili language faculty should be encouraged ty and unity as criteria. （C） Collaboration between content and in the whole CBI process, including course design, classroom activity, teaching strategies and assessments. While reviewing the book, the author makes the comments that Chinese practice of CBI lacks enough viable analysis of learners＇ needs and educational environment as well as faculty collaboration. The attention given by Chinese CBI researchers to teaching reflection and exploration in practice is too insufficient.

关 键 词：高等教育 CBI 批判性思维能力 述评 教学方法 语言教师 学科目标 合作意识 

分 类 号：G640-5[文化科学—高等教育学]