【摘要】 当前，提升我国民族地区少数民族教师的国家通用语职业应用能力亟待一条系统化、可操作的实践路径支持。针对当前少数民族教师在国家通用语职业应用能力上的不足，在培训中以学科为依托构建学习共同体是一条可行的路径。具体包括培训前期的测评与分班、创设真实情境、提升学科专家语言训练能力、评估学习效果、强化情感纽带、建立契约与责任机制等。基于内容的语言学习理念，通过线上线下相结合的模式，强调学科内容与语言学习的深度融合，旨在通过系统化的机制和持续的支持，全面提升我国少数民族教师的国家通用语职业应用能力。更多还原

【Abstract】 Enhancing the national common language professional application ability of the minority teachers in ethnic regions urgently requires systematic and practical paths’ support. The deficiencies in minority teachers’ national common language professional application ability can be addressed through the construction of learning communities with disciplines as the link. The specific paths include pre-assessment and class division, creating authentic contexts, enhancing the language training ability of subject experts, evaluating learning outcomes, strengthening emotional bonds, and establishing contracts and responsibilities. These paths, integrated with the concept of Content and Language Integrated Learning(CLIL), emphasize the combination of online and offline learning, and focus on the integration of subject content and language learning. The aim is to comprehensively enhance the national common language professional application ability of minority teachers through systematic mechanisms and continuous supports.更多还原