期刊文献+

“产出导向法”指导下工程类公共英语课程与思政教育有机融合的途径探究

The Study of Combining the Ideological and Political Education with College English forEngineering under the Guidance of “Production-Oriented Approach”
下载PDF
导出
摘要 教育的根本任务是立德树人。思政教育是一种将思想政治教育融入全学科的教育理念,对培养学生良好的品德,树立正确的世界观、人生观、价值观大有裨益。产出导向法是将思政元素融入英语教学的有效方法之一。本文以《通用工程英语听说》课程为例,基于产出导向法在教材分析和学情分析、教学目标、教学过程设计、教学创新点以及教学反思这五个环节中,深入探讨工程类公共英语课程与思政教育有机融合的过程和路径。 It is the basic task of education to foster character and civic virtue. Ideological and political education is a kind of educational idea that integrates ideological and political education into all subjects. It has the benefit of developing good morality as well as setting correct outlook on the world, life and values. Production-oriented approach is an effective measure to integrate ideological and political element into English teaching. This text takes the course of General Engineering English Listening and Speaking as an example, on the basis of production-oriented approach, deeply discussing the process and approach of the organic integration of college English for engineering and ideological and political education by five parts such as the analysis of textbook and learning condition, teaching goals, teaching process design, teaching innovation points and teaching reflection.
作者 阎瑾 龙曼迪
出处 《创新教育研究》 2022年第1期149-153,共5页 Creative Education Studies
  • 相关文献

参考文献5

二级参考文献55

  • 1王策三.论教师的主导作用和学生的主体地位[J].北京师范大学学报(社会科学版),1983(6):70-76. 被引量:145
  • 2黄月圆,顾曰国.以学生为中心,多维一体的大学英语教学法[J].外语教学与研究,1996,28(2):9-13. 被引量:103
  • 3杨忠.培养技能 发展智能——外语教育工具性与人文性的统一[J].外语学刊,2007(6):133-137. 被引量:95
  • 4Larsen-Freeman, D. 2005. Teaching Language: From Grammar to Grammaring [M~. Bos- ton, MA:. Thomson Heinle.
  • 5Collins, J. & N. O'Brien (eds.). 2003. Greenwood Dictionary of Education ~-Z~. Westport, CT: Greenwood.
  • 6Hanten, G., X. Li, S. Chapman, P. Swank, J. Gamino, G. Roberson&H. Levin. 2007. De- velopment of verbal selective learning [J]. Developmental Neuropsychology 32 (1). 585-596.
  • 7Kirschner, P., J. Sweller & R. Clark. 2006. Why minimal guidance during instruction does not work: An analysis of the failure of constructivist, discovery, problem-based, expe- riential, and inquiry-based teaching [J]. Educational Psychologist 4(2) : 75-86.
  • 8Krashen, S. 1985. The Input Hypothesis: Issues and Implications I-M3. London: Longman.
  • 9Long, M. 1983. Native speaker/non-native speaker conversation and the negotiation of com- prehensible input [J]. Applied Linguistics 4:126-141.
  • 10Long, M. 1996. The role of the linguistic environment in second language acquisition I-A3. In W. Ritchie & T. Bhatia (eds.). Handbook of Second Language Acquisition [C3. SanDiego: Academic Press. 413-468.

相关作者

内容加载中请稍等...

相关机构

内容加载中请稍等...

相关主题

内容加载中请稍等...

浏览历史

内容加载中请稍等...
;
使用帮助 返回顶部