高校综合英语对分课堂的显性学习与隐性学习  

Explicit and Implicit Learning in College PAD Class of Comprehensive English

作　　者：蔡露[1] Cai Lu(Fujian Normal University,Fuzhou Fujian 350117,China)

机构地区：[1]福建师范大学协和学院,福建福州350117

出　　处：《河北能源职业技术学院学报》2021年第3期78-81,共4页Journal of Hebei Energy College of Vocation and Technology

基　　金：福建省本科高校教育教学改革研究项目:“对分课堂”教学模式在大学本科英语专业《综合英语》课程教学中的应用研究(FBJG20180129)。

摘　　要：培养学生语言能力和思辨能力是高校综合英语教学的重要教学目标,对分课堂的显性学习有利于培养学生的英语知识,隐性学习有助于培养学生的语言能力和思辨能力。学生应加强语言知识、语篇知识和语用知识等显性知识的学习,同时也要通过多读、多思、多达的隐性学习机会提高自己的语言和思辨能力。教师也应精心设计精讲留白内容促使学生语言能力和思辨能力共同发展。Cultivating students’linguistic competence and critical thinking is an important teaching objective of Comprehensive English Teaching in colleges.Explicit learning in PAD class can contribute to the development of students’English knowledge while implicit learning can help enhance students’linguistic competence and critical thinking.Students should enhance the acquisition of explicit knowledge like linguistic,textual and pragmatic knowledge as well as improve their linguistic competence and critical thinking through implicit learning such as reading more,thinking more and expressing more.Teachers should also carefully design the content for elaborate explanation and blank-leaving to promote students’linguistic competence and critical thinking.

关 键 词：对分课堂 显性学习 隐性学习 精讲留白 

分 类 号：G434[文化科学—教育学]