Zhang Lu, Li Qian, Liu Wei
School of English Language and Literature, Xi'an Fanyi University, Xi'an, China.
Front Psychol. 2022 Jul 7;13:921654. doi: 10.3389/fpsyg.2022.921654. eCollection 2022.
With the development of world globalization, English plays an increasingly important role. English is the international language used in foreign communication, so English learning has become more and more important. Therefore, the innovation and research of College English teaching has become a hot spot in the field of education. Relevant research results are also constantly updated, but there are no ideas and methods that can adapt to the actual teaching. To improve students' English level and cultivate excellent English talents for the development of the country, the CBI teaching concept aims to completely combine language learning with subject learning, so as to get rid of the artificial separation between language teaching and subject teaching in most educational backgrounds. This study constructs and implements the college English teaching model based on CBI teaching concept from an empirical perspective. In the teaching, it focuses on the theme content that students are interested in. Teachers take explaining the theme content as a means, use content teaching to drive language teaching, and realize the purpose of language teaching. The experimental class adopts CBI teaching concept, the blank class adopts ordinary teaching methods, and the control class adopts task-based teaching concept. Through one semester of teaching, the teaching effect of three classes is evaluated. Under the evaluation of teachers, the full score of CBI teaching effectiveness is 66. Under the evaluation of students, the full score of CBI teaching effectiveness is 64, which is the highest. This shows that the effectiveness of teaching under CBI is higher than task-based teaching and general teaching. The results showed that the average score of the pretest control class was the highest, the average score of the middle test experimental class was the highest, an increase of 4.7 points, and the average score of the post-test experimental class was the highest, an increase of 112.2 points, whereas the scores of the control group and the blank group were 108.7 and 104.3 points, respectively. This shows that the learning effect of CBI teaching concept is higher than task-based teaching and general teaching. Therefore, college English teaching based on CBI teaching concept has high effect, can improve students' English knowledge and ability, and can be promoted in college English teaching.
随着世界全球化的发展，英语发挥着越来越重要的作用。英语是用于对外交流的国际语言，因此英语学习变得越来越重要。所以，大学英语教学的创新与研究已成为教育领域的一个热点。相关研究成果也在不断更新，但尚无能够适应实际教学的理念和方法。为提高学生的英语水平，为国家发展培养优秀英语人才，内容依托式教学（CBI）理念旨在将语言学习与学科学习完全结合，从而消除大多数教育背景下语言教学与学科教学的人为分离。本研究从实证角度构建并实施基于CBI教学理念的大学英语教学模式。在教学中，它关注学生感兴趣的主题内容。教师以解释主题内容为手段，通过内容教学带动语言教学，实现语言教学的目的。实验班采用CBI教学理念，空白班采用普通教学方法，对照班采用任务型教学理念。经过一学期的教学，对三个班级的教学效果进行评估。在教师评价下，CBI教学有效性的满分是66分。在学生评价下，CBI教学有效性的满分是64分，且得分最高。这表明CBI教学下的教学效果高于任务型教学和普通教学。结果显示，前测对照班平均分最高，中测实验班平均分最高，提高了4.7分，后测实验班平均分最高，提高了112.2分，而对照组和空白组的得分分别为108.7分和104.3分。这表明CBI教学理念的学习效果高于任务型教学和普通教学。因此，基于CBI教学理念的大学英语教学效果显著，能够提高学生的英语知识和能力，可在大学英语教学中推广。
