航天英语“双轨项目”教学：数智赋能下的模式创新与路径探索

Teaching of Space English in “Dual-Track Projects”: Model Innovation and Path Exploration Driven by AI Technology

摘要: 本文针对航天英语教学中存在的“学用分离”困境，提供了一套理论自洽、路径清晰、操作性强的系统化解决方案，提出并完善了“双轨项目”教学创新模式。该模式以项目式学习(PBL)理论为基石，设计了“单元小项目”(技能内化)与“模联大项目”(能力整合)双轨并行的教学架构，并引入教学团队自创的STORM-BOLD模型作为其核心支撑框架，实现了理论支撑与实践路径的深度融合。研究详述了双轨项目的总体设计思路、数智技术在全教学流程中的赋能路径，以及“学员自评、同伴互评、教师评价、AI辅助评价”四维协同发展性评价体系的构建和应用，前瞻性探讨了该教学模式的创新价值、实施过程中的核心挑战与教师角色的转型路径。

Abstract: Aiming at the dilemma of separation between knowledge learning and practical application existing in “Space English” teaching, this paper puts forward a systematic solution with consistent theoretical logic, clear implementation paths and strong operability, and constructs and optimizes the innovative teaching mode of “Dual-Track Projects”. Rooted in the theory of Project-Based Learning (PBL), this mode establishes a parallel dual-track teaching framework consisting of “small unit projects” for internalizing language skills and “a large Model United Nations (MUN) project” for integrating comprehensive competencies. It adopts the self-developed STORM-BOLD model created by the teaching team as the core supporting framework, so as to realize in-depth integration of theoretical foundations and practical implementation routes. This study elaborates on the overall design concept of “Dual-Track Projects”, the empowering routes of AI technology throughout the whole teaching process, as well as the construction and application of a four-dimensional collaborative developmental assessment system covering “student self-assessment”, “peer assessment”, “teacher assessment” and “AI-aided assessment”. It also prospectively discusses the innovative value of this teaching mode, key challenges in implementation, and transformation paths for teachers’ roles.