| 词条 | 以内容为依托的英语教学法 |
| 释义 | 图书信息出版社: 华中科技大学出版社; 第1版 (2011年10月1日) 外文书名: Content-Based Instruction 平装: 142页 正文语种: 英语 开本: 32 ISBN: 7560973450, 9787560973456 条形码: 9787560973456 尺寸: 20 x 13.8 x 1 cm 重量: 159 g 内容简介《以内容为依托的英语教学法》由都建颖所著，主要目的是帮助读者清楚准确地了解作为专门用途英语(English for Specific Purposes)的主要教学途径之一——以内容为依托的英语教学法(CBI，即Content-Based Instruction)。作者分析并总结了该教学法的概念、理论基础及实践模式，认为CBI有强式与弱式之分，并且在以英语为母语和英语为外语的教学环境中有不同的教学目的和特征；《以内容为依托的英语教学法》作者还从历史角度阐述了CBI在中国自19世纪60年代至21世纪所经历的三个历史发展阶段，并在介绍中国传统教育文化的基础上，探讨了CBI在当今中国高等教育中具备的优势以及面临的问题。 目录Background Introduction Chapter 1 Conceptualising CBI 1.1 Definitions of CBI from a diversity of aspects 1. l. 1 A functional linguistic view of CBI 1.1.2 A pedagogical aspect of CBI 1.1.3 CBI as subset of integrated language and eontent teaching 1.2 Characteristics of GBI 1.2.1 Subject-matter eore 1.2.2 Authentic language and texts 1.2.3 Focus on specific needs of specific student groups 1.3 Towards a definition 1.3.1 Content-language integrated instruction（CLII）as the ideal form of CBI 1.3.2 Content-based language instruction （CBLI）as the weak form of CBI 1.3.3 Language-based content instruction （LBCI）as the strong form of CBI 1.4 Contextualizing CBI in EFL settings Chapter 2 Relationship Between CBI， EAP and Other Language Teaching Approaches 2.1 CBI and EAP:the link and differences 2.1.1 CBI as an approach to EAP 2.1.2 CBI as extension of EAP 2.1.3 Common ground between CBI and EAP 2.1.4 Differences between EAP and CBI 2.2 Distinguishing CBI from other approaches and methodologies 2.2.1 Differentiating CBI from L2 content teaching 2.2.2 Differentiating CBI from bilingual education 2.2.3 CBI and the grammar-translation approach 2.2.4 CBI and the task-based approach Chapter 3 Theoretical and Practical Supports for CBI 3.1 Theoretical support for CBI 3.1.1 Krashen's comprehensible input hypothesis 3.1.2 Swain's output hypothesis 3.1.3 Cummins' framework of language proficiency 3.1.4 O'Malley and Chamot's CALLA approach 3.2 Practical support for CBI 3.2.1 Immersion programs 3.2.2 Language across the curriculum （LAC） 3.2.3 Language for specific purposes （LSP） Chapter 4 Advantages and Challenging Issues in CBI 4.1 Advantages of CBI 4.1.1 Teaching efficiency 4.1.2 Students' motivation 4.1.3 Learner needs 4.1.4 Opportunities for language use and usage 4.2 Challenging issues in CBI practice 4.2.1 Teacher development 4.2.2 The issue of teaching 4.2.3 The issue of assessment Chapter 5 CBI in Higher Education in China 5.1 Education in Chinese culture 5.1.1 Teacher as academic authority 5.1.2 Highly valued academic achievement 5.1.3 Learning as a process of knowledge receiving 5.1.4 Learning as a process of thinking 5.2 CBI in China:a historical review 5.2.1 CBI in China during the Foreign Affairs Movement（Between the 1860s and the 1890s） 5.2.2 The wave of CBI since the 1980s 5.2.3 CBI in the twenty-first century 5.3 Practice of CBI in further and higher education in China 5.3.1 Course books 5.3.2 Teacher preparation Conclusion Bibliography |
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