基于CLIL模式的会计课程教学改革探索——以ACCA课程为例
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摘要
随着经济全球化的发展,在本科会计专业课程中,引入国际会计职业资格教育,成为培养国际会计人才的有效途径之一。ACCA课程在全英文或双语教学过程中,产生了部分问题。内容和语言综合学习方法(CLIL)为双语教学提供了新视角,通过结合ACCA课程当前教学的现状,应用CLIL理念从教学目标、课程体系、教学模式、评价标准四个方面对其进行改进,以期提升教学质量,帮助学生提高语言水平和专业知识技能。
With the increasing sharpness of economic globalization,the introduction of international accounting professional qualification education is one of efficient routes for training accounting talents. Part of the problems exist in ACCA courses in English or bilingual teaching. Content and Language Integrated Learning method(CLIL) provides a new perspective for the bilingual teaching. According to the teaching situation of ACCA courses,improvement steps are put forward at four aspects by CLIL teaching concept,including teaching target,curriculum system,teaching mode and evaluation standards,hoping to improve teaching quality and help students to promote their language levels and professional skills.
With the increasing sharpness of economic globalization,the introduction of international accounting professional qualification education is one of efficient routes for training accounting talents. Part of the problems exist in ACCA courses in English or bilingual teaching. Content and Language Integrated Learning method(CLIL) provides a new perspective for the bilingual teaching. According to the teaching situation of ACCA courses,improvement steps are put forward at four aspects by CLIL teaching concept,including teaching target,curriculum system,teaching mode and evaluation standards,hoping to improve teaching quality and help students to promote their language levels and professional skills.
引文
[1]熊欢欢,臧百惠.嵌入ACCA课程的经管专业培养方案研究[J].财会通讯,2018(7):125-126.
[2][5][7]盛云岚.欧洲CLIL模式:外语教学法的新视角[J].山东外语教学,2012(5):65-69.
[3]田冠军.ACCA认证国际会计人才供需分析及教学建议[J].财会月刊,2013(6):127-128.
[4]Elena Gavrilova,Kira Trostina.Teaching English for Professional Purpose(EPP)vs Content and Language Integrated Learning(CLIL):The Case of Plekhanov Russian University of Economics(PRUE)[J].European Scientific Journal,2014(6):24.
[6]盛云岚.二语习得视角下的CLIL模式研究---《内容与语言整合性学习:来自欧洲的研究证据》评介[J].考试与评价:大学英语教研版,2012(2):82-85.
[8]成志策,闫焕民,张横峰.ACCA成建制本科班翻转课堂教学模式探究---以“高级业绩管理(Paper P5)”课程为例[J].财会通讯,2017(13):34-38.
[9]饶明晓.行动导向审计实务课程有效教学法探究[J].商丘职业技术学院学报,2014(6):95-96.
[10]夏蓓蓓.国家级高校双语教学示范课程中的交际分析---CLIL 4Cs教学框架在课堂中的应用[J].江西师范大学学报:哲学社会科学版,2018(2):140-144.
[2][5][7]盛云岚.欧洲CLIL模式:外语教学法的新视角[J].山东外语教学,2012(5):65-69.
[3]田冠军.ACCA认证国际会计人才供需分析及教学建议[J].财会月刊,2013(6):127-128.
[4]Elena Gavrilova,Kira Trostina.Teaching English for Professional Purpose(EPP)vs Content and Language Integrated Learning(CLIL):The Case of Plekhanov Russian University of Economics(PRUE)[J].European Scientific Journal,2014(6):24.
[6]盛云岚.二语习得视角下的CLIL模式研究---《内容与语言整合性学习:来自欧洲的研究证据》评介[J].考试与评价:大学英语教研版,2012(2):82-85.
[8]成志策,闫焕民,张横峰.ACCA成建制本科班翻转课堂教学模式探究---以“高级业绩管理(Paper P5)”课程为例[J].财会通讯,2017(13):34-38.
[9]饶明晓.行动导向审计实务课程有效教学法探究[J].商丘职业技术学院学报,2014(6):95-96.
[10]夏蓓蓓.国家级高校双语教学示范课程中的交际分析---CLIL 4Cs教学框架在课堂中的应用[J].江西师范大学学报:哲学社会科学版,2018(2):140-144.