%0 Journal Article
%T 基于学科交叉与情境建构的地质工程专业英语教学模式创新
Innovation in English for Geological Engineering Teaching Model Based on Interdisciplinary and Contextual Construction
%A 王欢欢
%J Creative Education Studies
%P 516-521
%@ 2331-804X
%D 2025
%I Hans Publishing
%R 10.12677/ces.2025.135371
%X 地质工程专业英语教学是培养国际化复合型地质人才的关键环节。然而，传统教学模式存在教学内容与学科前沿脱节、教学方法单一、学生专业语言应用能力不足等问题。本文以建构主义理论、专门用途英语(ESP)理论及多模态教学理论为基础，提出一种融合学科交叉性、情境化与智能技术支撑的创新教学模式。该模式强调以地质工程学科知识为核心，通过多模态情境模拟、跨学科案例分析与智能教学平台的应用，构建“语言–专业–实践”三位一体的教学体系。研究重点探讨了教学内容重构、教学方法创新及评价体系优化的教学策略创新，结合教师身份和教学资源的转化，为地质工程专业英语教学改革提供新思路。
The teaching of English for Geological Engineering is a critical component in cultivating international interdisciplinary geological talents. However, traditional teaching models suffer from issues such as disconnection between content and disciplinary frontiers, monotonous teaching methods, and students’ insufficient practical application of professional language. Grounded in constructivism theory, English for Specific Purposes (ESP) theory, and multimodal teaching theory, this paper proposes an innovative teaching model that integrates interdisciplinary knowledge, contextualization, and intelligent technology support. This model emphasizes geological engineering discipline knowledge as the core, establishing a tripartite “language-professional-practice” teaching framework through multimodal contextual simulations, interdisciplinary case analysis, and intelligent teaching platforms. The study focuses on innovative strategies including restructuring teaching content, renovating pedagogical approaches, and optimizing evaluation systems. Combined with the transformation of teacher roles and educational resources, it provides new insights for reforming English instruction in geological engineering education.
%K 地质工程，
%K 专业英语，
%K 教学模式创新，
%K 多模态教学，
%K 跨学科融合，
%K 智能技术
Geological Engineering
%K English for Specific Purpose
%K Teaching Model Innovation
%K Multimodal Teaching
%K Interdisciplinary Integration
%K Intelligent Technologies
%U http://www.hanspub.org/journal/PaperInformation.aspx?PaperID=115607