摘要
学科融合教学是我国基础教育课程改革的内在要求,它有利于促进学生综合能力的发展。本文基于内容与语言融合式教学(CLIL)模式,探讨当前教学过程中高中英语与语文学科融合的现状及成因,以及如何在高中英语教学过程中,通过英语与语文学科融合,实现学生文化意识的培养。通过对已有文献,以及开展问卷调查和案例分析发现,当前大多数高中英语教师都对英语课堂的融合性教学接受度较高,但在具体实践中,只有少数英语老师尝试了英语课堂的融合性教学。针对上述现象,本文选取了外研社版高中英语教材中的三篇典型教学设计为例展开分析,探究出在CLIL理念下,遵循多维度目标融合、双向分析内容整合、聚焦问题方法契合、评价方式注重结合等途径,能够有效促进高中英语与语文学科融合,从而实现培养学生文化意识的目标。
Subject integration teaching is the inherent requirement of the curriculum reform of basic edu-cation in our country, which helps to promote the development of students’ comprehensive ability. Based on the Content and Language integration teaching (CLIL) model, this paper discusses the current situation and causes of the integration of English and Chinese subjects in senior high school, and how to achieve the cultivation of students’ cultural consciousness through the integration of English and Chinese subjects in senior high school English teaching. Through the existing literature, questionnaire survey and case analysis, it is found that most senior high school English teachers have a high acceptance of integrated teaching in English classrooms, but in concrete practice, only a few English teachers have tried to integrate teaching in English classrooms. In view of the above phenomenon, this paper selects three typical teaching designs in FLTRP high school English textbooks for analysis, and finds out that the integration of English and Chinese subjects in high school can be effectively promoted under the CLIL concept by following multi-dimensional target integration, two-way analysis content integration, problem-focused methods and combination of evaluation methods, so as to achieve the goal of cultivating students’ cultural consciousness.
出处
《创新教育研究》
2024年第2期778-784,共7页
Creative Education Studies
