基于问题驱动教学模式的应急语言服务人才培养课程设计

doi:10.3969/j.issn.1674-8921.2025.03.017

摘要/Abstract

摘要：

“沟通能力”是应急语言服务人才应具备的一种核心胜任力,对于如何培养学生使其在应急响应过程中具备这种能力,本文提出了一种课程设计方案。该方案是以问题驱动式(PBL)教学模式为框架,以突发公共卫生事件背景下的机场场景为应急事件发生背景设计的一次案例教学。这种教学模式通过问题设计、解决方案、结果展示以及结果评估四个步骤展开教学过程,使学生的“沟通能力”构成三要素——输出信息能力、接收和解读信息能力、建立互动交流能力得到有效的实践训练。

关键词: PBL教学模式, 应急语言服务人才培养, 核心胜任力, 沟通能力

Abstract:

“Communication competency” is a core capacity for emergency language service talents. The thesis proposes a design of curriculum to cultivate students’ communication competency for emergency response. It is a case study of airport emergency response during pandemic, which is based on the problem-based learning method. The curriculum is helpful for students’ promotion of communication competency concerning its efforts in training students’ competency of information production, information reception as well as interaction with citizen groups, which are regarded components of emergency communication competence.

Key words: PBL, training of emergency language service talents, core competency, communication competency

中图分类号:

H319

张馨元, 赵晶. 基于问题驱动教学模式的应急语言服务人才培养课程设计[J]. 当代外语研究, 2025, 25(3): 179-188.

ZHANG Xinyuan, ZHAO Jing. Training of Emergency Language Service Talents Following a Problem-based Learning Method[J]. Contemporary Foreign Languages Studies, 2025, 25(3): 179-188.

图/表 1

参考文献 23

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教学阶段	具体操作
问题的设计	分两步完成: 一、根据应急响应场景设计问题 ①问题目标:让学生在非正式、低压力的紧急场景中学以致用,以语言服务应急响应。 ②问题选择:应急场景中存在着各种具有一定复杂性的、开放的“结构性问题”并与学习目标相关,让学生在尽可能多的应急响应角色上体验并思考。二、根据问题对学生分组 ①将学生分组,每组内按照应急场景中问题对学生进行角色分工。 ②组内进行情境要素研判,包括:所需客观资源信息、所需人力资源信息、收集同类问题的既往经验以供参考。
解决方案的提出	教师为各组提供思考问题,而各组学生通过头脑风暴共同思考问题答案,并基于此来为场景问题提供解决方案。思考问题以及对应的解决方案应基于应急“沟通能力”培养的目标: 一、输出信息能力二、接收信息能力三、建立人际互动能力
成果的展示	分三步完成: 一、组内报告二、组间报告三、学生交换角色练习,并在此基础上对应急语言服务响应方案修改和提升
结果的评估	分三部分评估: 一、日常评估二、观察者评估三、学员评估