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CLIL内容语言融合学习模式下的大学英语教学实践探究. (2026). 教育学刊, 4(6), 87-93. https://doi.org/10.62836/jer.v4n6.1206
Copyright (c) 2026 冯晓霞, 许梦卿
This work is licensed under a Creative Commons Attribution 4.0 International License.
CLIL内容语言融合学习模式下的大学英语教学实践探究
冯晓霞，许梦卿
北京化工大学文法学院，北京
摘要：大学英语教学历来聚焦工具性，侧重听说读写译语言技能的训练，对人文教育、思辨能力和跨文化能力相对重视不够。内容语言融合学习（CLIL）模式聚焦内容和语言双目标，其4C’S框架将内容、认知、交际和文化高度整合。本文作者尝试在CLIL框架下设计教学任务和教学流程，以促进语言学习、人文教育、思辨能力和跨文化能力协同发展，讨论过去一年教学实践的效果和问题，并提出改进建议。
参考文献
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[4] 孙有中.思辨英语教学原则[J]. 外语教学与研究, 2019(6):825-837.
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[7] 赵秀艳, 夏洋, 常俊跃. 英语专业基础阶段内容依托教学课程体系改革的实践效果研究[J].外语与外语教学, 2014(1): 47-53．
[8] 张莲, 李东莹． CLIL 框架下语言、思辨和学科能力的协同发展[J]. 外语教育研究前沿，2019(2): 16-24．
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[11] 李丹凌, 强海燕．欧洲新兴课目与语言整合式学习教师能力建构和培养研究[J]．高教探索, 2016(9): 68-74．
[12] UNIVERSITY OF CAMBRIDGE. Teaching Knowledge Test (TKT): Content and Language Integrated Learning (CLIL) [EB／OL].[2023-03-21]. https://max.book118.com/html/2017/1209/143402696.shtm．
[13] 龚兵．基于CLIL理论的ESP自主学习模式[J]．外国语言文学, 2017(1): 21-28.
[14] NUTHALL, G. Social Constructivist Teaching and the Shaping of Students’ Knowledge and Thinking [A]. In J. Brophy (ed.). Social Constructivist Teaching: Affordances and Constraints [C]. Amsterdam: Emerald, 2002: 43-79.
[15] COYLE, D. Theory and Planning for Effective Classrooms: Supporting Students in Content and Language Integrated Learning，contexts[A]．In J．Masih(ed．). Learning through a Foreign Language [C]．London: CILT, 1999: 46-62．
[16] 常俊跃, 刘兆浩．内容语言融合教育理念的理论支撑[J]．外语与外语教学, 2020(6): 85-95．
[17] SIMPSON, T. Dare I Oppose Constructivist Theory?[J]. The Educational Forum, 2002(4) : 347-354.
[18] COBB, P. & J. BOWERS. Cognitive and situated learning perspectives in theory and practice[J]. Educational Researcher, 1999(2): 4-15.
[19] BODNER. G. Constructivism: A theory of knowledge[J]. Journal of Chemical Education, 1986(10): 873-878.
[20] Swain, M., Kinnear, P. & L. Steinman. Sociocultural Theory in Second Language Education: An Introduction Through Narratives (2nd edn.)[M]. Beijing: Foreign Language Teaching and Research Press, 2018.
[21] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning [J]. Cognitive Science, 12 (2), 257-285.
[22] 王艳素, 王丹, 吴理好．混合式外语教学中思辨策略赋能CLIL模式的实践探究[J]．外语电化教学, 2022(3): 71-77.
[2] 孙有中.振兴发展外国语言文学类本科专业：成就、挑战与对策系[J]．外语界, 2019(1): 2-7.
[3] 黄雪萍, 左璜. 课目与语言整合式学习模式的兴起、课程建构与启示[J]. 外国教育研究，2013(11): 39-50．
[4] 孙有中.思辨英语教学原则[J]. 外语教学与研究, 2019(6):825-837.
[5] DALTON-PUFFER, C．Content-and-Language Integrated Learning: From Practice to Principles[J]．Annual Review of Applied Linguistics，2011 ( 31) : 182-204．
[6] 常俊跃, 赵永青. 内容语言融合教育理念(CLI)的提出、内涵及意义——从内容依托教学到内容语言融合教育[J]. 外语教学, 2020(5): 49-54．
[7] 赵秀艳, 夏洋, 常俊跃. 英语专业基础阶段内容依托教学课程体系改革的实践效果研究[J].外语与外语教学, 2014(1): 47-53．
[8] 张莲, 李东莹． CLIL 框架下语言、思辨和学科能力的协同发展[J]. 外语教育研究前沿，2019(2): 16-24．
[9] 郭月琴，吴秀娟. CLIL模式在大学英语写作中的应用探究[J]．外国语文, 2013(2): 166-169．
[10] 李灵泉, 黄甫全, 曾文婕.新兴课语整合式学习的课程开发原理与方法[J]．课程·教材·教法, 2016(12): 107-114.
[11] 李丹凌, 强海燕．欧洲新兴课目与语言整合式学习教师能力建构和培养研究[J]．高教探索, 2016(9): 68-74．
[12] UNIVERSITY OF CAMBRIDGE. Teaching Knowledge Test (TKT): Content and Language Integrated Learning (CLIL) [EB／OL].[2023-03-21]. https://max.book118.com/html/2017/1209/143402696.shtm．
[13] 龚兵．基于CLIL理论的ESP自主学习模式[J]．外国语言文学, 2017(1): 21-28.
[14] NUTHALL, G. Social Constructivist Teaching and the Shaping of Students’ Knowledge and Thinking [A]. In J. Brophy (ed.). Social Constructivist Teaching: Affordances and Constraints [C]. Amsterdam: Emerald, 2002: 43-79.
[15] COYLE, D. Theory and Planning for Effective Classrooms: Supporting Students in Content and Language Integrated Learning，contexts[A]．In J．Masih(ed．). Learning through a Foreign Language [C]．London: CILT, 1999: 46-62．
[16] 常俊跃, 刘兆浩．内容语言融合教育理念的理论支撑[J]．外语与外语教学, 2020(6): 85-95．
[17] SIMPSON, T. Dare I Oppose Constructivist Theory?[J]. The Educational Forum, 2002(4) : 347-354.
[18] COBB, P. & J. BOWERS. Cognitive and situated learning perspectives in theory and practice[J]. Educational Researcher, 1999(2): 4-15.
[19] BODNER. G. Constructivism: A theory of knowledge[J]. Journal of Chemical Education, 1986(10): 873-878.
[20] Swain, M., Kinnear, P. & L. Steinman. Sociocultural Theory in Second Language Education: An Introduction Through Narratives (2nd edn.)[M]. Beijing: Foreign Language Teaching and Research Press, 2018.
[21] Sweller, J. (1988). Cognitive load during problem solving: Effects on learning [J]. Cognitive Science, 12 (2), 257-285.
[22] 王艳素, 王丹, 吴理好．混合式外语教学中思辨策略赋能CLIL模式的实践探究[J]．外语电化教学, 2022(3): 71-77.
