从学生自制视频的互评结果反观高职专门用途英语教学--以甘肃卫生职业学院为例  

A Review of ESP Teaching in Higher Vocational Colleges from Mutual Evaluation Results of Students'Self-made Videos-Taking Gansu Health Vocational College as an Example

作　　者：高小静 GAO Xiao-jing(Gansu Health Vocational College,Lanzhou 730000,China)

机构地区：[1]甘肃卫生职业学院,兰州730000

出　　处：《林区教学》2022年第10期81-84,共4页Teaching of Forestry Region

基　　金：2021年度职业院校外语教育改革研究课题“‘产教融合’背景下高职院校英语课程设计与教学模式研究--以产出导向法(POA)指导下的行业英语教学为例”(WYJZY-2021-2057);2021甘肃省职业院校英语教学改革研究委托项目“‘一带一路’背景下基于产出导向法的高职英语口语教学研究--以甘肃卫生职业学院为例”(W202101)。

摘　　要：随着“互联网+”时代的到来,各种基于移动终端的短视频App层出不穷。专门用途英语课程专业性强,学习难度大。学生自制视频后在课堂上公放,经学生互评和教师点评后将评价结果反馈,有助于提升学生的表达输出和语言知识运用的综合能力。在融入专业知识的基础上,学生由翻转课堂中视频学习的被动输入者转换为视频制作的输出者,真正实现专业知识和专门用途英语学习紧密结合,对信息搜集和提炼能力、专业精神培养以及学科核心素养发展具有巨大的推动作用。With the advent of“Internet+”era,various short video apps based on mobile terminals have emerged in an endless stream.English for Special Purposes is a course with high specialty and difficult to learn.To play the videos made by students in class and feed back the evaluation results to students after students'mutual comments and teachers'comments can contribute to the improvement of the comprehensive ability of expression output and language knowledge application.Taking the professional knowledge as a basis,students'role in flipped class has converted to the maker of videos from passive learner,which can connect professional knowledge with ESP and greatly improve the ability of information gathering and refining,cultivation of the professional spirit,and the development of the discipline core literacy.

关 键 词：自制视频 专门用途英语 学生互评 学科核心素养 

分 类 号：H319.3[语言文字—英语]