语言思维能力视角下高职英语模块化教学研究  

A Study on Modular English Teaching in Higher Vocational Colleges from the Perspective of Language Thinking Ability

作　　者：陈芳[1] 温荣芬 CHEN Fang;WEN Rong-fen(Department of Basic Courses,Guangzhou Polytechnic of Sports,Guangzhou,Guangdong 510650,China;School of Foreign Language and Culture,Guangdong University of Finance,Guangzhou,Guangdong 510521,China)

机构地区：[1]广州体育职业技术学院公共基础课部,广东广州510650 [2]广东金融学院外国语言与文化学院,广东广州510521

出　　处：《教育教学论坛》2024年第7期85-88,共4页Education And Teaching Forum

基　　金：2021年度广东省教育科学规划高等教育专项课题“课程思政视阈中的高职英语语言思维能力提升路径研究”(2021GXJK637);2022年度广州市高等教育教学改革一般项目“基于元认知策略的体育高职生英语阅读混合教学研究”(2022JXGG159)。

摘　　要：提升大学生语言思维能力已然成为高职英语教学的重点目标之一,从语言思维能力的视角考量英语课程教学内容的模块化设置是必然要求。在高职英语教学中,从丰富英语学习资源的语篇类型,细化职场英语的理解、表达和互动等三大技能方面,以及拓展词汇学习、语法知识、语用知识和文化知识等诸多方面中,进行逻辑思维能力、批判性思维能力和创新思维能力的训练与拓展,并配比相应的主次重点,形成多模块化的英语教学模式,培养和提升大学生的语言思维能力。Improving college students’language thinking ability has become one of the key objectives of English teaching in higher vocational colleges.Considering the modularization of English teaching content from the perspective of language thinking ability is an inevitable requirement.In English teaching of higher vocational colleges,logical thinking ability,critical thinking ability and innovative thinking ability are trained and expanded from enriching discourse types of English learning resources,refining three aspects of workplace English skills like comprehension,expression and interaction,as well as expanding vocabulary,grammar,pragmatics and cultural knowledge,with corresponding primary and secondary priorities to form a multi-modular English teaching model,which can finally lead to cultivating and improving the language thinking ability of college students.

关 键 词：语言思维能力 模块化教学 逻辑思维 批判性思维 创新思维 

分 类 号：G712[文化科学—职业技术教育学]