摘要
“中文+职业技能”教学模式在实践中遇到诸多挑战,主要体现在课程内容与职场需求存在明显脱节,语言教学与职业技能培训之间的融合度不足,阻碍了学生在语言能力和专业技能上的同步提升,制约了复合型人才培养目标的实现。内容与语言融合教学(CLIL)理念的引入,可以促进内容与语言学习的均衡发展,通过此途径可以实现中文教学与职业技能的有效结合,从而增强学生的职业中文应用能力及跨文化职场交流能力。本研究以“中文+职业技能”教育模式为立足点,深入探讨CLIL实施的理论基础、课程实施框架及评估理念,进而提出适配中文和职业技能人才培养的教学法,以推动国际中文教育和职业教育的深度融合和发展,为相关领域的教学改革与实践提供具体参考。
The“Chinese+Vocational Skills”teaching mode faces numerous challenges in practice,primarily manifested in a significant disconnect between course content and workplace demands,as well as insufficient integration between language instruction and vocational skills training.These issues hinder students’simultaneous improvement in language proficiency and professional skills,jointly constraining the achievement of the goal of cultivating interdisciplinary talents.The introduction of the Content and Language Integrated Learning(CLIL)approach can promote balanced development between content and language learning.Through this pathway,effective integration of Chinese language teaching and vocational skills can be achieved,thereby enhancing students’ability to use Chinese in professional contexts and cross-cultural workplace communication skills.This article,grounded in the“Chinese+Vocational Skills”education model,delves into the theoretical foundation,curriculum implementation framework,and assessment philosophy of CLIL implementation.Furthermore,it proposes teaching methodologies tailored to the dual cultivation of Chinese language and vocational skills,aiming to drive the deep integration and development of international Chinese language education and vocational education,and provides specific references for teaching reforms and practices in related fields.
作者
王肖玥
吴勇毅
WANG Xiaoyue;WU Yongyi(University International College,Macao University of Science and Technology,china;School of International Chinese Studies,East China Normal University)
出处
《国际汉语教学研究》
2025年第2期41-51,共11页
Journal of International Chinese Teaching
基金
教育部人文社会科学研究项目“基于语料库的汉语二语会话修正及其应用研究”(19YJA740064)
国家社会科学基金重点项目“中文纳入‘一带一路’沿线重点国家国民教育体系研究及数据库建设”(20AZD131)的阶段性成果。
关键词
“中文+职业技能”
内容与语言融合学习
教学模式
复合型人才培养
“Chinese+Vocational Skills”
Content and Language Integrated Learning(CLIL)
teaching mode
cultivation of interdisciplinary talents
