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“新工科”背景下“项目式”大学英语教学模式的构建探究

Exploring the Construction of a Project-Based College English Teaching Model in the Context of Emerging Engineering Education

Education Study / 2026,8(1): 11-14 / 2026-01-15 14 9

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• Authors: 冯秀娟
• Information:

  北方工业大学，北京

• Keywords:
  Emerging Engineering Education; College English; CLIL (Content and Language Integrated Learning); PBL (Project-Based Learning)
  新工科; 大学英语; 内容与语言整合教学法（CLIL）; 项目式学习（PBL）
• Abstract: In the context of AI technology disrupting traditional language teaching and the urgent demand for interdisciplinary international talents amid the construction of “Emerging Engineering Education”, college English classrooms are confronted with multiple challenges. This paper proposes an integrated approach combining Content and Language Integrated Learning (CLIL) and Project-Based Learning (PBL) to construct a “project-based” college English teaching model for engineering students. The study first restructures teaching content, breaking down textbook barriers and utilizing AI platforms to introduce real-time, cutting-edge professional materials. Secondly, it builds a modular “CLIL Project Bank” to provide comprehensive support throughout the “English + Major + Competency” process. Thirdly, with backward design as the core framework, it forms an integrated project chain covering “online-offline” and “preclass, in-class, post-class” phases, positioning English as a tool for solving engineering problems. Finally, it establishes a new “Three-Dimensional Competencies — Formative + Summative — Multi-agent” assessment system. This model aims to simultaneously enhance students’ language application, professional practice, cross-cultural communication, and innovative abilities, offering a practical and operational paradigm for English teaching reform tailored to the cultivation of Emerging Engineering talents. 在AI技术颠覆传统语言教学、新工科建设对复合型国际人才需求迫切的背景下，大学英语课堂面临多重困境。本文提出将内容与语言融合学习（CLIL）与项目式学习（PBL）相整合，构建面向工科学生的“项目式”大学英语教学模式。该研究首先重构教学内容，打破教材壁垒，依托AI平台实时引入专业前沿素材；其次建设模块化“CLIL项目库”，实现“英语+专业+能力”的全流程支持；再次以逆向教学设计为主线，形成“线上—线下、课前—课中—课后”一体化项目链，使英语成为解决工程问题的实用工具；最后创设“三维能力—过程+成果—多主体”评价新体系。该模式旨在同步提升学生的语言应用、专业实践、跨文化沟通与创新能力，为新工科人才培养提供贴合实际，具有可操作性的英语教学改革范式。
• DOI: https://doi.org/10.35534/es.0801003 (registering DOI)
• Cite: 冯秀娟．“新工科”背景下“项目式”大学英语教学模式的构建探究［J］．教育研讨，2026，8（1）：11-14．