高校教师双语教学能力解构及其自我培养策略——以营销学课程的双语教学为例

Deconstruction of Bilingual Teaching Capability and Self Education Strategies: Taking Bilingual Teaching of Marketing as an Example

营销管理课程的双语教学日益受到国家和高校重视并盛行,从事营销管理课程教学的教师双语教学能力成了影响双语教学质量的关键。而对于双语教学能力的解析及自我培养策略的开发是提升双语教学能力的基本要件。鉴于此,文章以营销管理课程的双语教学为例,将双语教学能力分解为认知层能力和行为层能力两个层次,并进一步将行为层能力解构为双语教学设计能力、双语教学实施能力和双语教学控制能力。在此基础上,提出了示范性学习、反思性学习、研究性学习、模拟性学习、阅读性学习和体验性学习六大双语教学能力的自我提升策略。讨论并建立了不同类型自我培养策略与双语教学能力提升的匹配关系。

Bilingual teaching of marketing is becoming more and more important and popular in Chinese universi- ties. The bilingual teaching capability of the teachers involved in the course of marketing is the most important fac- tor impacts the quality of bilingual teaching. While the deconstruction of bilingual teaching capability of marketing and the development of self education strategies of it is the foundation to understand and improve one＇ s bilingual teaching capability. Therefore, taking the bilingual teaching of marketing, we divide bilingual teaching capability of marketing into two levels, cognition capability and behavior capability. And the behavior capability can further be divided into designing capability of bilingual teaching, fulfilling capability of bilingual teaching, and controlling ca- pability of bilingual teaching. And then, we put forward six self - educated strategies for bilingual teaching inclu- ding demonstration learning, reflective learning, investigative learning, simulation learning, literacy learning, and experiencing learning. Finally, we discuss and establish the matching relationship between the six self- educated strategies and improving of bilingual teaching capabilities.