摘要
当前跨文化交际能力的重要性日益凸显,对大学生跨文化交际能力的培养已成为高校英语教学的重要内容之一。然而由于教学模式陈旧等因素的束缚,高校学生跨文化交际能力的培养效果并不尽如人意。将BOPPPS(Bridge-in, Objective, Pre-assessment, Parcitipatory Learing, Post-assessment, Summary)教学模型引入跨文化交际课堂,采用模块化教学,构建完整教学框架,探索BOPPPS六个模块在英语课堂教学中的具体应用,突出学生参与式学习,充分发挥其主观能动性,注重教学监测,及时掌握学情,进而提升大学生的跨文化交际能力。
At present,the importance of intercultural communication competence has become increasingly prominent,and the cultivation of college students intercultural communication competence has become an important aspect of college English teaching.However,due to the constraints of outdated teaching mode,the cultivation effect of college students intercultural communication ability needs to be improved.In this paper,BOPPPS(Bridge-in,Objective,Pre-assessment,Parcitipatory Learing,Post-assessment,Summary)teaching model is introduced into the intercultural communicative competence cultivation process,and modular teaching is adopted to construct a complete teaching framework.This article focuses on exploring the specific application of the six modules in college English teaching,highlighting students participatory learning,giving full play to their subjective initiative,paying attention to teaching monitoring,and timely grasping the learning situation in order to raise college students cross-cultural communication ability.
作者
王恒兰
Wang Henglan(Tourism Foreign Language College,Zhejiang Tourism Vocational College,Hangzhou 311231,China)
出处
《林区教学》
2023年第4期76-79,共4页
Teaching of Forestry Region
基金
浙江旅游职业学院教育教学类项目常规教改课题“基于BOPPPS教学模型的大学生跨文化交际能力培养研究”(2022YB13)。
关键词
跨文化交际能力
BOPPPS
教学模型
教学设计
intercultural communication competence
BOPPPS
teaching model
teaching design
