【摘要】 课语整合式学习20世纪90年代兴起于芬兰和荷兰两个国家,此后在欧洲以及世界其它国家得到迅猛发展。依照文化哲学的整体主义视角,有学者发现传统外语教育存在语言与课目知识疏离、文化内涵缺失等问题,文化教育诉求催生课语整合式学习。作为一种文化教育范式,课语整合式学习在教育理念上遵奉整体主义哲学观;在教育目的上认同全球公民身份和培养多元文化意识;在教育内容上彰显学习者个人知识与具体情境;在教学方式上开发多样化有效实践路径;在评估方式上奉行课目内容优先原则,并表现出树立文化教育理念、确立全人教育目的、创新建构主义课程、开发文化教学方式和施行学本评估的趋势。更多还原

【Abstract】 Since CLIL started in Finland and the Netherlands in the mid-1990s, it has developed quickly in many other countries in Europe and across the globe. By means of the holistic perspective of cultural philosophy, it has been found that in traditional foreign language education there exist such problems as the separation between language and content, between language and culture and lack of cultural literacy, so emerged CLIL as a new paradigm of cultural education. For its educational notion, CLIL adopts the holistic perspective of philosophy. For its educational aims, it identifies global citizenship and cultivates multi-cultural awareness. For its educational contents, it highlights individualized knowledge and local contexts. For its instructional approach, it develops diversified and effective teaching practice. For assessment, it insists on content-as-priority principle. CLIL demonstrates some trends of adopting cultural education paradigm, identifying the educational aim of the whole person, creating a constructive curriculum, developing cultural approach to learning and teaching as well as implementing learning-oriented assessment.更多还原