摘要
CDIO理念被广泛应用于工程教育方面,取得了良好效果;该模式突破了现有固化的学生培养模式的束缚,让学生在设计、创新和交际能力方面得到很大的提高。但将该理念应用于大学英语后续课程教学的做法目前较为少见。在CDIO理念的指导下,我们可以把商英课程的教学目标细化为商务知识、商务意识和商务实践三部分,使教师通过普通课堂教学+网络资源平台教学+第二课堂的模式,让学生以团队形式进行合作型学习,以项目展示、参加第二课堂和书面考试等方法接受考评;最终实现以学生为中心,以产品生产周期为线索,强调学生"做中学",培养学生的基本知识、职业能力、团队合作能力以及项目实施运作能力。
CDIO module has been widely used in the field of engineering education with remarkable outcomes recently. It breaks the former fixed frames of teaching and cultivates the students＇ ability of designing, innovating and intercommunicating. However,few similar practices can be found in the following-up courses of College English teaching. Under the guidance of CDIO idea,the aim of Business English teaching is classified into business knowledge, business awareness and business practice. Teachers teach by the mode of combining normal lectures in the classroom,internet resources and supplementary classes. At the same time, students are expected to finish the tasks through teamwork, presentations and taking part in the normal examination. The final goal is to make the following-up business English teaching student- centered, product- life- cycle-clued with the emphasis on learning- by- doing,and to cultivate the students＇ overall development.
出处
《广东第二师范学院学报》
2017年第1期37-41,共5页
Journal of Guangdong University of Education
基金
广东省哲学社会科学"十三五"规划2016年度项目外语学科专项<翻转课堂教学在大学英语后续课程中的应用及效果研究>(GD16WXZ33)
中山大学南方学院校级项目"基于CDIO模式下的独立学院大学英语后续课程设置及现状分析"(201513)
关键词
CDIO
大学英语后续课程
商务英语
CDIO Model
follow-up course of college English
Business English
