系统讲解基于内容语言教学（CBI）的教学目标、教学内容、教学方法与评估模式，通过实际范例，帮助教师掌握基于内容的语言教学方法，探索有效教学模式，提升在实践中的教学效果。

探索课堂魅力，创建有效课堂

 ——记“有效课堂的教学与研究（一）：Content-based Foreign Language Teaching and Learning”研修班     

为与广大外语教师一起探索课堂魅力、创建有效课堂，2014年7月17—18日，外研社与中国外语教育研究中心特别邀请美国犹他大学MaryAnn Christison教授和北京外国语大学文秋芳教授，以“内容依托式教学”（CBI）为主题，就内容依托式教学的内涵、课程目标与课堂活动的设计、形成性评估及其在中国情境下的应用等话题进行了探讨。共有来自全国33个省市自治区的近四百名教师参与研讨。

研修现场座无虚席

以内容为基本，语言平衡相融

课程伊始，MaryAnn Christison教授便强调，与传统的“文本驱动”或“任务驱动”式教学理念不同，CBI强调“内容”（content）与“语言”（language）的同等地位与平衡相融。教师应以“内容”为基，来决定“语言”教学目标的难易设定；而学生在“有意义的”环境中学习语言，不仅符合语言习得规律，更有利于培养学生的语言使用能力，促进其学科知识的增长和自主学习能力的提高。

MaryAnn Christison教授

借重教学理念，关照中国国情

针对教学目标设置，Christison教授反复强调，教学目标一定要具体，可操作性强，要避免“掌握”、“理解”、“学习”等字眼。因为在Christison教授看来，类似“学生能学会……”的教学目标过于笼统，也难以判断从中可以培养学生的何种认知能力。因此，Christison教授强调教学目标一定要包括五个成分：“学生将能够”+行为动词+内容+策略+方式（SWBAT+learning behavior+ content+ strategy+ means）；归纳起来就是要说明“在什么情况下学生采用什么手段通过完成什么任务达到什么样的教学目标”。为进一步指导老师对内容依托式教学作出评价，Christison教授还与参班教师们无私分享了她与团队在教学过程中总结出的具体评价框架及标准。许多老师反映，与之前许多泛泛的技能要求或语言目标相比起来，这些公式与标准非常精细，且非常实用。

围绕“内容依托式教学”，文秋芳教授结合中国的本土性，介绍了国内有关内容依托式教学的相关研究。文教授指出，目前中国“内容依托式教学”的提法不多，更多的是“学术英语教学（EAP）/特殊用途英语教学（ESP）”。“内容依托式教学”在中国情境下适用于哪类院校、哪些学生及什么样的教学目标，还需要进一步实践验证。但文教授强调，对于想吸引国外学者的学校，在有师资力量的前提下，可以考虑开展“内容依托式教学”，以让国外学者更快了解中国国情。总体而言，“内容依托式教学”的开展要考虑国情、师生需求等诸多因素。

文秋芳教授

有效课堂组织，魅力课堂活动

统观之下，本次工作坊本身就是 “内容依托式”课堂教学的一次生动展示。而活泼有趣并有效的课堂组织形式更是给常头痛于“大班教学”的老师们带来了不少意外惊喜。

大班教学中如何积极有效地带动全员参与？MaryAnn Christison教授采用True or False的形式开启课堂，使参班教师快速融入新情境新话题；随着课程内容逐渐展开，为引领参班教师深入思考，她又采用了Think—Pair—Share的组织形式，鼓励参班教师先独立思考、后与同伴讨论、再与全班积极分享；复习、回顾教学内容之时，她更有连线题、分类题等妙招，帮助参班教师自我检测学习成果，她也根据参班教师的学习结果及时调整授课内容及授课方式……一堂课下来，学员自主探究问题的积极性得以充分调动，自主解决问题的能动性亦得以充分发挥。 

认真记录	互动分享

 大班教学中的presentation如何兼顾“人人有机会”与“高效省时”？在确保各组学员对5个问题均进行过充分讨论的基础上，文老师以单、双组号轮流答题，辅以临时机动抽取其他小组代表或观众重复、补充他人答案的形式，把12个小组、5个待讨论问题的学员汇报环节严格控制在了40分钟以内。不仅如此，因为有随时被抽到作答的“风险”，在一位小组代表汇报时，其他小组代表和台下学员亦不敢怠慢，始终积极聆听、思考着。整个汇报演示环节，文老师“快而不乱”、“稳而有序”的教学风格，令参班教师印象深刻，钦佩不已！

汇报演示获奖教师合影

两天时间，从理念、内容到课堂组织形式，整个工作坊的演进层层展开，粘连有序，给参班教师们留下了深刻印象：学员有反思、有反馈，老师有节奏、有控制。而打造“每一位老师认为实用有益”，帮助老师营造“每一位学生真心喜爱”的课堂，也正是外研社本年度开办“有效课堂的教学与研究”系列研修班的初衷所在。愿老师们带着这份收获与热情，九月重回课堂之时，能够信心满满地打造出更多属于自己的“有效”课程！

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7-33

This workshop has offered me a new perspective to think about English teaching methodology. The concept of CBI is theoretically supported by many researches and was carried out about 40 years ago. A more detailed understanding of this concept is achieved, such as the concept of BICS, CALP, the zone of proximal development, CUP and WBAT.

7-31

I’ve learned the definition of CBI and the differences between CBI and the traditional language teaching. Although public English teaching doesn’t relate to a specific subject, we may introduce more content relative to the topic into the class teaching. This may help motivate the students’ learning interest.

1-20

This workshop is a very intensive, challenging and enlightening course. During the first day of workshop, we have a rough idea of content-based instruction, such as its integration of content and language in foreign language teaching, its conceptual framework, planning instruction and performance objectives. What inspired me a lot is the teaching conception that language is best acquired incidentally through extensive exposure to comprehensible second language input.

7-24

研修班的第一天，我仿佛回到了一年前自己还是研究生的时候，求知若渴，聆听思考，在content-based language instruction 中尽情畅游。感谢优雅高贵，满头银发的MaryAnn Christison教授细致耐心的讲解。从她的授课中，我系统了解了CBI的概念，content与language在CBI中扮演的角色，CBI的theoretical foundations以及instructional design。

10-20

Today’s sessions have been refreshing and extremely awarding. The theories that Professor Christison presented brought me new perspectives both on reflecting my past lessons and designing future lessons. I have been working on my lessons from a CBI view without knowing it, so today’s sessions helped systemize and reinforce that view.

11-28

充实的一天，美好的一天，让我们参加培训的老师们收获颇多。我真心希望外研社多多举办类似的讲座。这样可以把国际上先进的英语教学方法和理论介绍给国内各高校教师，然后将之应用于具体的教学实践，这样可以充分发挥理论对实践的指导意义。

11-20

The most rewarding gains, among others, are the elaboration on BICS and CALP by Jim Cummins, the Iceberg Model, SWBAT, Bloom’s Taxonomy as well as the three stages of Lesson Planning. I’m convinced that all languages have the same underlying proficiency and it is my job to help the students to transfer their cognitive skills they have commanded in L1 to L2.

6-27

I think content-based language teaching is in accordance with the current reform of English teaching in higher education taking place in China. In military college, this type of teaching method is becoming popular.

11-12

通过今天的学习，我更深刻地理解了语言与内容结合的教学法。让我印象最深的是教学目标的设定公式，自己也非常想在以后的教学中尝试一下。其次是关于教学设计的分享，让我开拓了思路，很有收获。

7-23

The lecture is very informative with the core concept—CBI, and other useful information. What impressed me most are the formula given by Professor Christison, i.e. SWBAT + learning behavior + content + strategy + conditions, which, as I’ve found, is quite useful in making lesson plans, and Bloom’s Taxonomy—six levels for managing demands on cognition.

7-7

It is a fruitful day for me. I get to know what is CBI, the two faces of language proficiency, the Iceberg Model, the Cognitive Quadrant, Bloom’s Taxonomy of six levels, formula and lesson planning.

7-21

After a whole day’s study, I have learned a lot about CBI. Everything is new to me, so I am always confused about the theory at the beginning. However, Professor Christison’s explanation has aroused my interest about CBI. In this afternoon, I have learned more, especially I can follow the teachers.

1-16

The workshop is fruitful, successful and enlightening. Professor Christison and Professor Wen give us much guidance on effective teaching and weed out many puzzles in my own teaching. I’m deeply impressed by professor Christison’s lecture for she tells us a lot of ideas systematically, with lots of good examples. Thanks!

2-20

Many thanks to Professor Christison and Professor Wen! With their excellent and informative instructions of CBI as well as other aspects related to CBI, I, a newcomer in College English teaching field, have access to the new teaching ideas and strategies.

12-12

第二天的研修内容以文教授对所有学员昨天的收获、感想、困惑、建议等方面进行反馈的形式开始，不仅帮助我更清楚地了解了某些疑难知识点，也让我深切体会到专家的敬业精神，值得同在教学领域的我们学习。Christison教授今天从教学目标设计、运用CBI教学理念进行的教学步骤以及语言教学中关注点等方面细致地进行了举例讲解，对今后的实际教学有很好的借鉴作用。

5-5

文老师的展示环节控制得很好，调动起台上所有的参与学员，引发反思和互动。这个环节本身就是一节有效课堂的展示。MaryAnn 是一位极富经验的培训者，在讲授过程中将要点和Brian Teaser 结合，希望大家能更多的吸收有效信息，非常值得学习。两位老师非常关注与学员的互动，对我们进行formative assessment，这对于我个人的教学非常有启发。

5-25

I was greatly impressed by the passion, devotion, and professionalism exhibited by both professors. They are indeed role models for me. I couldn’t be more thankful to them.

10-14

What impress me most is the warming-up activity. I got a very useful teaching activity: Categorizing and Sorting. After finishing this task, I became more confident, because I am suddenly aware that so much has got into my mind in the previous day. At the same time, all the old knowledge has been ordered and sequenced in some place of my mind. It will be adopted in my future teaching.

7-24

I’d like to say that I have found my idols in this workshop: Professor Christison & Professor Wen. Apart from the concrete CBI introduction and explanation, what impressed me most is their delivery of speech in front of nearly 400 people! Both of them have an incredible control over the pace of the lessons and a variety of tasks.

5-26

Professor Wen’s feedback on our journal, which is very enlightening, gave us an opportunity to share ideas with each other. The “journal board” is a very useful way to me, which I think I’m going to apply in my class. In my opinion, the “journal board” can motivate students to do the exercise more carefully and earnestly.