| 中文摘要 |
內容導向教學（Content-Based Instruction, CBI）或內容語言整合學習（Content Language Integrated Learning, CLIL）的教學理念以內容與語言同為課程的學習焦點，學生成為主動參與者，經由探問尋思、認知運用與解決問題的學習過程，同時發展認知與語言的潛能（Coyle, Hood, and Marsh 2010）。本研究依據CBI的倡議者Mohan（1986）所提出的知識架構（Knowledge Framework）理論，嘗試將商務華語課程中頗為複雜的證券市場財務報表的內容，分解、重組成不同層次的認知概念與活動，並利用對應的關鍵圖像，幫助學習者同時習得與證券財務有關的語言溝通技能與專業知識概念。
（本文於2020.03重新修訂） |
| 英文摘要 |
Content-based Instruction, CBI, and/or Content Language Integrated Learning, CLIL, are/is an educational approach with dual-focus on both content and language, which aims to enable the students as active participants to undergo a learning process by inquiring, thinking and problem-solving and, simultaneously develop language proficiency and cognitive abilities (Coyle, Hood, and Marsh 2010). The present paper intends to design a business Chinese lesson plan on Financial Statements, which reorganizes the statement content into different levels of knowledge structures and resolves the complexity of numbers and business term glossary with “Knowledge Framework” and “key visuals” proposed by Mohan (1986), a CBI advocator, hoping to help learners develop both the language skills and business knowledge.
（本文於2020.03重新修訂） |
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