CLIL视角下高职英语教学的误区及对策研究  

Misunderstandings in the English Teaching of Higher Vocational Education from the Perspective of CLIL and the Countermeasures

作　　者：金忍冬[1] 

机构地区：[1]浙江同济科技职业学院,浙江杭州311231

出　　处：《职业技术教育》2013年第2期41-44,共4页Vocational and Technical Education

基　　金：浙江省教育科学规划2012年度研究课题<欧洲CLIL理念在高职课程体系中的运用研究>(编号:SCG221);主持人:金忍冬;浙江省教育改革和开放试点项目<搭建四大能力平台;创新职业教育能力本位化人才培养模式的探索--教学与人才培养模式创新>(编号:浙政办发[2011]54号);主持人:郭雪莽

摘　　要：借鉴欧洲CLIL的语言学习观,高职英语课程教学应体现出交互性、真实性、整合性、职业性和高等性。考察发现,当前高职英语教学存在对与人沟通能力的理解不全面、设计课程活动常以伪信息差为前提、过分强调英语作为独立学科的地位、与普高英语教学方式雷同等误区。可从职业岗位群的视角,遵循涉外工作领域归并和相似工作领域归并的原则,运用任务或项目驱动教学模式改进英语教学策略。Refering the language learning view of CLIL in Europe, the teaching of English in higher vocational education should embody the characteristics of interaction, reality, integration, professionalism and higher education nature. The Eng- lish teaching of higher vocational education confront with the problems of incomplete understanding to communication abili- ties, the teaching activities usually take wrong information as the prerequisite, paying more attention to the independent subject status of English, and resemblance of teaching modes with general higher education. From the perspective of pro- fessional post group, the teaching strategies of English can be improved by complying with the principles of combination of foreign working fields and similar working fields and applying task or project-driven teaching model.

关 键 词：CLIL 高职院校 英语教学 

分 类 号：G712[文化科学—职业技术教育学]