CLIL教学法：理论、实践与展望
CLIL Pedagogy: Theory, Practice and Prospects
DOI: 10.12677/ml.2026.141048, PDF,   
作者: 杜金芳：中国海洋大学外国语学院，山东 青岛
关键词: CLIL教学法；外语教学；课堂教学；CLIL Teaching Method； Foreign Language Teaching； Classroom Instruction
摘要: CLIL (Content and Language Integrated Learning)教学法兴起于20世纪90年代的欧洲，是以目标语为学科内容教学媒介、将语言学习与内容学习有机融合的双语教学法。本文深入剖析CLIL教学法的理论基础与框架，其与CBI (Content-Based Instruction)教学法的区别，并全面梳理相关实证研究。实证研究涵盖CLIL教学法对外语学习和内容学习的影响、对学习者外语学习心理的作用，以及不同群体对该教学法的看法。CLIL教学法的课堂教学效果良好，但因缺乏具体的课堂教学实施方案，且在实际应用中受学生群体差异和教学实践多样性的影响，其适用性仍有待进一步探究。
Abstract: Content and Language Integrated Learning (CLIL), which emerged in Europe in the 1990s, uses the target foreign language as the medium of subject matter teaching, thereby integrating language learning with content learning. This paper delves into the theoretical foundations and framework of CLIL, compares it with Content-Based Instruction (CBI), and provides a comprehensive summary of relevant empirical research, which includes the influences of CLIL on foreign language learning and content learning, its role in L2 learners’ psychology, and various stakeholders’ perceptions of CLIL. CLIL has produced positive outcomes in classroom settings, but further investigations are needed into its applicability due to a lack of specific classroom implementation procedures, influences of student group differences and the diversity of actual teaching practices.
文章引用：杜金芳. CLIL教学法：理论、实践与展望[J]. 现代语言学, 2026, 14(1): 376-384. https://doi.org/10.12677/ml.2026.141048

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