本文探讨了新时代背景下基于跨学科融合视角的高校外语教师专业能力发展路径。介绍了“新文科、大外语”改革方略,强调跨学科融合在外语教育中的重要性,并分析了其在课程设置、教学方法和学术研究方面的应用。同时,从语言学与其他学科知识的融合以及数字技术与外语教学的结合两个方面,探讨了跨学科知识与技能的整合与提升。提出了构建外语教师专业发展共同体的策略,以及支持保障体系的建设。文章旨在通过探索提升高校外语教师的综合素养的路径,激发教师改进教法,实施跨学科融合式教学的高效模式,实现教学创新,提高教学效果。This article explores the development path of professional competence of foreign language teachers in universities based on interdisciplinary integration perspective in the context of the new era. It introduces the reform strategy of “New Liberal Arts, Grand Foreign Languages”, emphasizes the importance of interdisciplinary integration in foreign language education, and analyzes its application in curriculum design, teaching methods, and academic research. At the same time, the integration and improvement of interdisciplinary knowledge and skills were explored from two aspects: the integration of linguistics with knowledge from other disciplines and the combination of digital technology with foreign language teaching. This paper proposes strategies for building a professional development community for foreign language teachers, as well as supporting the construction of a guarantee system. The article aims to explore ways to enhance the comprehensive literacy of foreign language teachers in universities, inspire teachers to improve teaching methods, implement efficient interdisciplinary integrated teaching models, achieve teaching innovation, and improve teaching effectiveness.
本文探讨了“小组合作学习”在大学英语阅读教学中的应用及其效果。文章基于社会建构主义和认知学习理论,强调小组互动在促进学生交际能力、批判性思维和合作精神方面的重要性。通过对云南某私立大学非英语专业学生的实践教学,展示了小组合作学习模式的实施过程,包括课前分组准备、课中分组执行和课后小组评价。实践发现,小组教学能够提高学生的满意度和成绩,但同时也面临着学生参与度不均和小组内部沟通不畅等挑战。文章提出,为了充分发挥小组教学的优势,教师需要不断探索和实践,结合学生的实际情况和教学内容,设计合适的小组活动,并进行有效的组织和指导。最后,文章还讨论了小组教学与信息技术结合的趋势,以及根据不同文化和学生特点调整教学策略的必要性。This paper explores the application and effectiveness of “group cooperative learning” in college English reading teaching. Based on social constructivism and cognitive learning theory, it emphasizes the importance of group interaction in promoting students’ communicative skills, critical thinking, and cooperative spirit. Through practical teaching with non-English major students at a private university in Yunnan, the implementation process of the group cooperative learning model is demonstrated, including pre-class group preparation, in-class group execution, and post-class group evaluation. The study found that group teaching can improve student satisfaction and grades, but also faces challenges such as uneven student participation and poor internal communication within groups. The paper suggests that in order to fully leverage the advantages of group teaching, teachers need to continuously explore and practice, design suitable group activities in conjunction with students’ actual situations and teaching content, and provide effective organization and guidance. Finally, the paper also discusses the trend of integ
