在口头报告中培养学生思辨能力——CLIL英语精读课教学案例分析

Students’critical thinking development through oral presentations:A case study of CLIL-based EFL intensive reading class

内容与语言融合教学(CLIL)模式将语言学习和(学科)内容学习融为一体,为外语学习者提供有利于复杂语言和高阶思维能力发展的课堂环境。本文通过两组学生课堂口头报告活动教学案例,分析CLIL模式下英语专业精读课中口头报告活动促进学生思辨能力发展的教学设计和过程。案例分析显示:(1)口头报告的题目设计需充分利用CLIL模式的特点,融合学科特质培养学生的思辨能力,以学科知识、语言能力和思辨能力的协同发展为目标;(2)可将提问互动融入口头报告,使之成为课堂主体讨论的拓展延伸;(3)教师的支架作用体现在对口头报告的全过程指导上。

The CLIL pedagogy offers EFL learners an“acquisition-rich”classroom environment for the development of language complexity and higher-order thinking abilities.Through two oral presentation cases,the paper analyzes the oral presentation teaching designs and processes which can enhance students’critical thinking competence in CLIL-based EFL intensive reading class.The case study shows that(1)the topic design in CLIL-based presentations should involve the content of the discipline and aim at a synergetic development of disciplinary knowledge,language skills and critical thinking;(2)a Q&A session could be arranged after the presentation as extended class discussions;(3)teachers can play scaffolding roles in the whole presentation process.