FC- CBT模式助力经贸汉语学用转化的路径研究 （ A Study on the Path of FC-CBT Mode in Facilitating the Transformation of Learning into Application in Chinese Course for Trade and Economics ）

【摘要】 在全球化与数字化转型的大背景下，经贸汉语教学亟待实现从知识传授向能力生成的范式跃迁。本文聚焦“翻转课堂+案例教学”的混合式教学模式，针对经贸汉语教学中“学用矛盾”的核心问题，以“知行合一”为核心理念，以认知负荷理论、建构主义学习理论、情境认知与学习理论为基础，搭建“双驱赋能”模型，融合翻转课堂（Flipped Classroom, FC）与案例教学（Case-Based Teaching, CBT）模式为一体，构建“线上认知建构-线下行动转化-验证反思闭环”三位一体的教学路径。在教学中，按照“三阶九步”的具体流程，整合课前数字化预习、课中沉浸式案例研讨、课后实战任务对接的三维空间，积极助力经贸汉语学用转化的效能提升，以此尝试为经贸汉语教学改革提供一种兼具理论性与实践性的解决方案。关键词：翻转课堂；案例教学；三阶九步；学用转化；经贸汉语[Abstract] Under the background of globalization and digital transformation, the teaching of Chinese for trade and economics urgently needs to achieve a paradigm shift from "knowledge transfer" to "ability generation". This paper focuses on the hybrid teaching model of "Flipped Classroom + Case -Based Teaching". Aiming at the core problem of " learning -application contradiction" in the teaching, this paper takes "unity of knowledge and action" as the core concept, builds a "dual-drive empowerment" model based on cognitive load theory, constructivist learning theory, and contextual cognition and learning theory, integrates the Flipped Classroom (FC) and Case-Based Teaching (CBT) modes, and constructs a teaching path of "online cognitive construction - offline action transformation - verification and reflection closed loop". In teaching, according to the specific process of "three-stage and nine-step", the three-dimensional space of digital pre-class preparation, immersive case study in class, and practical task docking after class is integrated to actively enhance the efficiency of transforming learning into application, so as to try to provide a theoretical and practical solution for the reform of Chinese teaching in trade and ecomomics.[Keywords]: flipped classroom; case-based teaching; three-stage and nine-step; learning-application transformation; Chinese for trade and economics