新兴课语整合式学习的课程开发原理与方法  

Principles and Methods for the Curriculum Development of CLIL

作　　者：李灵丽[1] 黄甫全[1] 曾文婕[1] 

机构地区：[1]华南师范大学价值教育研究与开发中心,广东广州510631

出　　处：《课程．教材．教法》2016年第12期107-114,共8页Curriculum，Teaching Material and Method

基　　金：国家社会科学基金教育学青年课题"学习哲学视角下学习型社会建设深化路径研究"(CKA120159)

摘　　要：课语整合式学习于20世纪90年代中期在欧洲兴起,根植于整体主义(holism)哲学思想,旨在将课目学习、语言学习、认知发展和文化习得有机地整合起来。目前,课语整合式学习在课程开发上,已经生成了基本原理与有效方法,前者主要有莫汉知识模型、斯诺概念模型与科伊尔语言3联模型及其3A工具,后者则主要有4C开发框架和6步开发流程。这些正在引领着外语教育乃至整个学校教育的课程与教学创新走向"整合"时代。Abstract： Emerging in Europe in the mid-1990s, Content and Language Integrated Learning （CLIL） is embedded in the concepts of holism, aiming at integrating content learning, language learning, cognition development and culture acquisition. Through researchers＇ empirical exploration and theoretical analysis, there generates adaptive principles and effective methods for curriculum development of CLIL. This paper presents four principles, such as the knowledge framework （Mohan）, the conceptual framework （Snow, et al.）, and the language triptych and the 3As tool （Coyle）. Accordingly, the 4Cs framework and 6 stages have been developed for the effective methods. Apparently, CLIL makes the curriculum integration come of age in the curriculum reform and innovation for the foreign language education, and even the general education.

关 键 词：外语教育 课语整合式学习 课程开发 整合理念 

分 类 号：G423.07[文化科学—课程与教学论]