教育生态视域下“外语+专业”跨学科教学共同体构建研究  

Construction of an interdisciplinary"foreign language+discipline"teaching community from the perspective of educational ecology

作　　者：顾晓乐[1] GU Xiaole

机构地区：[1]哈尔滨工业大学人文社科学部外国语学院,黑龙江哈尔滨150001

出　　处：《外语界》2025年第1期73-80,共8页Foreign Language World

基　　金：黑龙江省哲学社科项目“我国科技学者英文学术话语和学术身份建构能力与策略研究”(编号21YYB66);哈尔滨工业大学研究生教改核心项目“教育生态观下的研究生外语教学‘外语+工科’教师联动机制构建与实践”(编号22HX0805);中央高校基本科研业务费专项资金资助项目“国际话语权需求下的我国学者学术身份建构研究”(编号HIT.HSS.202128)的阶段性成果。

摘　　要：本研究从教育生态学视角出发,提出构建共生共赢的“外语+专业”跨学科教学共同体的途径和外语教师与其他学科专业导师的协同机制。跨学科教学共同体通过目标理念、教学活动、教学资源和教学研究的协同机制,形成育人合力。教学共同体与学习活动、学习工具、学习物质环境等生态因子相互作用,形成动态的ESAP教学生态系统。初步调查研究结果显示,“外语+专业”教学共同体能有效促进学生外语和专业学习,使ESAP教学生态系统与整体教育目标相契合,推动高等教育生态系统良性发展。This study,from the perspective of educational ecology,proposes ways to build a symbiotic and win-win interdisciplinary"foreign language+discipline"teaching community,as well as a collaborative mechanism between ESAP(English for specific academic purposes)teachers and disciplinary supervisors.The interdisciplinary teaching community forms an educational synergy through the collaborative mechanism in terms of teaching goals and principles,teaching activities,teaching resources,and teaching research.The teaching community interacts with ecological factors such as learning activities,learning tools,and physical learning environment,creating a dynamic ESAP teaching ecosystem.The results of a preliminary survey show that the established teaching community can facilitate both foreign language acquisition and disciplinary learning,aligning the ESAP teaching ecosystem with the overall educational goals,and promoting the healthy development of the higher education ecosystem.

关 键 词：“外语+专业” 教学共同体 教育生态学 专门用途学术英语 

分 类 号：H319[语言文字—英语]