CDIO理念下的研究生学术英语写作教学模式设计与实践

Design and Practice of EAP Writing Teaching Mode for Graduate Students Based on CDIO Concept

针对当前研究生学术英语写作教学无法满足国际学术交流需求的现状,设计并实践了基于CDIO理念的研究生学术英语写作双师协同教学模式。CDIO理念源于工程教育,强调构思、设计、实施和运作4个阶段,该研究将其引入语言教学,以促进不同学科知识的融合与教学资源的优化。研究以K大学为例,研制了CDIO教学模式。在实施过程中,将学术论文写作教学划分为确定研究选题、研究方案设计、论文撰写和研究成果推广4个阶段,分别对应CDIO理念的4个阶段,并围绕这4个阶段设计了相应的教学活动。教学实践对象为K大学2021级非英语专业硕士研究生,通过前期调查、CDIO教学模式实施和教学效果评估3个阶段进行。结果显示:参与该模式的研究生在选题、文献综述、研究设计、语言组织、成果推广等方面的能力得到了显著提升。然而,实践中也发现了一些问题,如学生学习动机的多样性、专用学术英语体裁的多样性、双师协同的广度限制等。研究结果表明,CDIO教学模式在提升研究生学术英语写作能力方面具有明显效果,有助于推动跨学科融合教学,优化师资配备和教学设计。未来研究可进一步探讨学习动机、班级设置、学科文化等因素对CDIO教学模式实施效果的影响,以及与其他教学模式的对比试验研究。

In response to the current situation where graduate academic English writing instruction fails to meet the needs of international academic exchanges,a dual.teacher collaborative teaching model for graduate academic English writing based on the CDIO concept was designed and practiced.The CDIO concept,originating from engineering education,emphasizes the four stages of Conceiving,Designing,Implementing,and Operating.This study introduced it into language teaching to promote the integration of knowledge from different disciplines and the optimization of teaching resources.Taking China University of Mining and Technology as an example,the CDIO teaching model was developed.In the implementation process,the teaching of academic paper writing was divided into four stages:determining the research topic,designing the research plan,writing the paper,and promoting the research results,each corresponding to the four stages of the CDIO concept,with corresponding teaching activities designed around these four stages.The teaching practice was conducted with graduate students from non.English majors enrolled in 2021 at China University of Mining and Technology,through three stages:preliminary survey,implementation of the CDIO teaching model,and evaluation of teaching effectiveness.The results showed that the abilities of the participating graduate students in aspects such as topic selection,literature review,research design,language organization,and result promotion were significantly improved.However,some issues were also identified during the practice,such as the diversity of students′learning motivations,the variety of specialized academic English genres,and the limitations of the breadth of dual.teacher collaboration.The research result shows that the CDIO teaching model is significantly effective in enhancing the academic English writing abilities of graduate students,and it helps to promote interdisciplinary integrated teaching and optimize the allocation of teaching staff and teaching design.Future research can further explore the impact of factors such as learning motivation,class setting,and discipline culture on the implementation effect of the CDIO teaching model,as well as comparative experimental research with other teaching models.