双语师资短缺已成为制约高等中医院校留学生教育的瓶颈问题。基于内容与语言融合式教学(Content and language integrated learning,CLIL),构建包括培训目标、课程内容模块、教材和教师、教学方法与考核方式的中医留学教育双语师资发展...双语师资短缺已成为制约高等中医院校留学生教育的瓶颈问题。基于内容与语言融合式教学(Content and language integrated learning,CLIL),构建包括培训目标、课程内容模块、教材和教师、教学方法与考核方式的中医留学教育双语师资发展体系,旨在提高参训老师的中医药学科知识、英语语言技能和中医英语教学能力。展开更多
This paper examines the sorts of interactional competencies and institutional demands required from students as they engage in complex forms of participation combining work and training purposes.It focuses on a series...This paper examines the sorts of interactional competencies and institutional demands required from students as they engage in complex forms of participation combining work and training purposes.It focuses on a series of empirical cases,recorded through video data and analyzed from a conversation analytic perspective,in which mentors make the decision to intervene during work sessions moderated by students.Such interventions do not interrupt the student’s activity and lead to the emergence of two distinct but not impermeable interactional spaces.This complex participation framework,known as“schisming,”contributes to overcoming practical issues within multiparty settings.Our study shows how schisming constitutes a particular sequential phenomenon where participants reorganize the interaction and co-construct a social and cognitive interactional space,thus enabling a shared understanding of the specific training context.Empirical data from the practical training of medical radiographers are used to illustrate how schisming may contribute to learning in the conditions of guided practice.展开更多
文摘双语师资短缺已成为制约高等中医院校留学生教育的瓶颈问题。基于内容与语言融合式教学(Content and language integrated learning,CLIL),构建包括培训目标、课程内容模块、教材和教师、教学方法与考核方式的中医留学教育双语师资发展体系,旨在提高参训老师的中医药学科知识、英语语言技能和中医英语教学能力。
文摘This paper examines the sorts of interactional competencies and institutional demands required from students as they engage in complex forms of participation combining work and training purposes.It focuses on a series of empirical cases,recorded through video data and analyzed from a conversation analytic perspective,in which mentors make the decision to intervene during work sessions moderated by students.Such interventions do not interrupt the student’s activity and lead to the emergence of two distinct but not impermeable interactional spaces.This complex participation framework,known as“schisming,”contributes to overcoming practical issues within multiparty settings.Our study shows how schisming constitutes a particular sequential phenomenon where participants reorganize the interaction and co-construct a social and cognitive interactional space,thus enabling a shared understanding of the specific training context.Empirical data from the practical training of medical radiographers are used to illustrate how schisming may contribute to learning in the conditions of guided practice.
