本文選題：中外合作 + 雙語(yǔ)教學(xué)�。� 參考：《職教論壇》2017年11期

【摘要】：高職院校中外合作雙語(yǔ)教學(xué)的實(shí)際效果與預(yù)期目標(biāo)差距較大,影響因素很多,其中師資缺乏跨文化意識(shí)和跨文化教育能力是關(guān)鍵。以中澳合作的TAFE項(xiàng)目為例,雙語(yǔ)教師應(yīng)扮演文化的研究者角色,從文化的吸收、分析、批判、轉(zhuǎn)化出發(fā),科學(xué)設(shè)計(jì)課程體系,合理安排教材內(nèi)容,教學(xué)方式靈活多樣,考核評(píng)價(jià)多元嚴(yán)謹(jǐn)。達(dá)成這種教學(xué)效果的基礎(chǔ)在于雙語(yǔ)教師的跨文化教育素養(yǎng),包括專(zhuān)業(yè)知識(shí)、外語(yǔ)能力、職業(yè)技能、教學(xué)能力、科學(xué)人文精神(包含文化理解力與轉(zhuǎn)化能力)。要擁有數(shù)量足、質(zhì)量高的雙語(yǔ)教師,高職院校不僅應(yīng)有魄力筑巢引鳳,更要精心培養(yǎng)培訓(xùn)。教師自身也要有意識(shí)地從內(nèi)部提升自己。
[Abstract]:The actual effect of Sino-foreign cooperative bilingual teaching in higher vocational colleges is far from the expected goal, and there are many influencing factors, among which the lack of cross-cultural awareness and intercultural education ability of teachers is the key. Taking the TAFE project of Sino-Australian cooperation as an example, bilingual teachers should play the role of cultural researcher, starting from the absorption, analysis, criticism and transformation of culture, scientifically designing the curriculum system, arranging the teaching materials reasonably, and flexible and diverse teaching methods. Assessment and evaluation of multiple rigorous. The basis of this teaching effect lies in bilingual teachers' intercultural educational literacy, including professional knowledge, foreign language ability, vocational skills, teaching ability, scientific and humanistic spirit (including cultural understanding and transformation ability). In order to have enough bilingual teachers with high quality, higher vocational colleges should not only have the courage to build a nest and attract the Phoenix, but also should train meticulously. Teachers themselves should also consciously promote themselves from within.
【作者單位】： 寧波城市職業(yè)技術(shù)學(xué)院國(guó)際學(xué)院;
【基金】：寧波城市職業(yè)技術(shù)學(xué)院校級(jí)科研項(xiàng)目“高職院校中外合作雙語(yǔ)教學(xué)中難題對(duì)策研究”(編號(hào):ZWX16055),主持人:張勁博
【分類(lèi)號(hào)】：G715.1

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