CLIL模式下学科内容、目标语言和思辨能力的融合发展  

The Integrated Development of Subject Content,Target Language and Critical Thinking Ability under CLIL Approach

作　　者：延丽霞 Yan Lixia(Nanjing University of Science and Technology ZiJin College,Nanjing,Jiangsu 210046,China)

机构地区：[1]南京理工大学紫金学院人文与社会科学学院,江苏南京210046

出　　处：《漯河职业技术学院学报》2023年第5期104-108,共5页Journal of Luohe Vocational Technical College

基　　金：江苏省高校哲学社会科学研究基金项目“基于思辨能力培养的混合式外语教学模式构建研究”(2020SJA2304)。

摘　　要：传统的外语教学过于注重语言知识获取和语言技能提升,将目标语言学习和学科内容学习割裂开来;教学活动很大程度上在低阶思维层面展开,不利于学习者思辨能力的培养。以内容语言融合教学为理论指导进行课案规划,可以弥补技能导向外语教学的不足,帮助学习者通过学习语言获取知识,同时在获取知识的过程中夯实语言,提高思辨能力,促进学习者学科内容、目标语言和思辨能力的融合发展。The traditional foreign language teaching focuses more on language knowledge acquisition and the im⁃provement of language skills,separating target language learning from subject content learning.And the teaching activities are organized at the lower level of thinking,which is unfavorable to the cultivation of critical thinking ability.Guided by CLIL approach,teaching plans can make up for the deficiencies of skill-oriented foreign lan⁃guage teaching,help learners acquire knowledge through language learning,consolidate language and improve critical thinking ability in the process of knowledge acquisition,promoting the integrated development of subject content,target language and critical thinking ability.

关 键 词：CLIL 学科内容 目标语言 思辨能力 

分 类 号：G420[文化科学—课程与教学论]