基于核心素养的初中英语阅读教学中内容语言整合学习教学法的实验研究

AStudyontheApplicationofContentandLanguageIntegratedLearningBasedonCoreLiteracytoEnglishReadingTeachinginJuniorHighSchoolPAGEivPAGEiiiAbstractTheCompulsoryEducationEnglishCurriculumStandards(2022Edition)definescorecompetenciesinEnglisheducationasencompassingfourdimensions:languageproficiency,culturalawareness,criticalthinking,andlearningcapacity.Asapivotalapproachtodevelopingstudents'linguisticcompetenceandculturalawareness,readinginstructionplaysavitalroleinjuniorhighschoolEnglisheducation.Currentpracticesfacechallengesincludingfragmentedsubjectknowledge,superficialculturalintegration,andinsufficientstudentmotivationforautonomouslearning.TheCLIL(Content-LearningIntegratedLanguage)methodologyprovidesaneffectivesolutionbyorganicallyintegratingsubjectcontentwithlanguageacquisition.Thisstudythereforefocusesontwocoreresearchquestions:Question1:TowhatextentdoesCLILteachingmethodbasedonCoreLiteracyimprovestudents’independentlearningability?Question2:TowhatextentdoesCLILteachingmethodbasedonCoreLiteracyimprovestudents’Englishreadingproficiency?WhatimpactdoesCLILhaveonreadingproficiencyofstudentsofdifferentlevels?Thisstudyenrolled105seventh-gradestudentsfromtwoparallelclassesatChongqingMiddleSchoolExperimentalSchoolinChongzhou,SichuanProvince.TheexperimentalclassreceivedCLIL(Class-BasedInstructionalLearning)methodology,whilethecontrolclassadoptedtraditionalreadinginstruction.Thestudyspannedonesemester.Datawerecollectedthroughthreemethods:questionnaires,readingassessments,andsemi-structuredinterviews.StatisticalanalysiswasperformedusingSPSS29.0software,withcomprehensiveevaluationofteachingeffectivenesscombiningqualitativeandquantitativeresearchapproaches.TheresultsshowthattheCLILteachingmethodiseffective.Intermsofautonomouslearningability,theexperimentalclassstudentssignificantlyoutperformedthecontrolclassinfourdimensions:learningmotivation,goalsetting,strategyapplication,andreflectiveevaluation.ItalsodemonstratednotableimprovementinEnglishreadingproficiency,particularlyamongstudentswithlowerproficiencylevels.Overall,theCLILteachingmethodeffectivelypromotesthecoordinateddevelopmentofstudents'autonomouslearningandreadingabilities,aligningwiththecultivationgoalsofcorecompetencies.ItprovidespracticalreferencesforthereformofEnglishreadinginstructionguidedbycorecompetenciesandisworthyofoptimizationandpromotioninjuniorhighschoolEnglishreadingteaching.Keywords:CLILteachingmethod;corecompetencies;autonomouslearningability;juniorhighschoolEnglish;readinginstruction

摘要《义务教育英语课程标准（2022年版）》明确英语课程核心素养涵盖语言能力、文化意识、思维品质和学习能力四大维度，而阅读教学作为培养学生语言能力与文化意识的关键载体，在初中英语教学中占据重要地位。当前初中英语阅读教学存在学科知识割裂、文化渗透表层化、学生自主学习动力不足等现实问题，CLIL教学法通过有机整合学科内容与语言学习，为破解上述难题提供了有效路径。基于此，本研究聚焦两大核心研究问题：问题1:CLIL教学法能在多大程度上提升初中生的英语自主学习能力？问题2:基于核心素养的CLIL教学法对初中生英语阅读水平的提升效果如何，且对不同层次学生的阅读能力是否存在差异化影响？本研究选取四川省崇州市崇庆中学实验学校初一年级2个平行班共105名学生为研究对象，实验班采用CLIL教学法，对照班采用传统阅读教学法，研究时长为1个学期。通过问卷调查、阅读测试、半结构化访谈三种工具收集数据，运用SPSS29.0软件进行统计分析，结合定性与定量研究方法全面评估教学效果。研究结果显示：CLIL教学法成效显著，在自主学习能力方面，实验班学生在学习动机、目标设定、策略应用、反思评价四个维度均显著高于对照班；在英语阅读水平提升方面也有明显效果，特别是低水平学生提升更多。总体而言，CLIL教学法能有效促进学生自主学习能力与阅读能力的协同发展，契合核心素养的培养目标，为核心素养导向的英语阅读教学改革提供了实践参考，值得在初中英语阅读教学中优化推广。关键词：CLIL教学法；核心素养；自主学习能力；初中英语；阅读教学

ContentsTOC\o"1-3"\h\u12113Abstract i18948Contents iii10326ChapterOneIntroduction 1121161.1Researchbackground 1278881.2Purposeoftheresearch 2212581.3Significanceoftheresearch 2163531.4Overallstructureofthethesis 326652ChapterTwoLiteratureReview 4324112.1IntroductionofCLIL 4151662.1.1DefinitionofCLIL 4153292.1.2AdvantagesofCLIL 5126732.1.3TheframeworkofCLILteachingmethod 7226482.1.4PyramidModelofCLIL 8165772.2TheoreticalfoundationofCLIL 10210642.2.1ComprehensibleInputHypothesis 11227212.2.2ScaffoldingTheory 1214372.2.3SocioculturalTheory 13107242.3Autonomouslearningability 14147022.3.1Definitionofautonomouslearningability 14242872.3.2Classificationofautonomouslearningability 15222242.4RelatedstudiesonCLILinEnglishreadingteaching 1718656ChapterThreeResearchMethodologyandMethods 21278983.1Researchquestions 21148393.2Researchdesign 21283043.3Researchparticipants 22265683.4Researchinstruments 22148543.4.1Questionnaire 23165913.4.2ReadingTest 24200583.4.3Interview 24124753.5Researchprocedures 25221423.5.1Pilotstudy 25298703.5.2Pre-test 25187253.5.3Pre-questionnaire 26262063.5.4Experimentalteaching 2619933.5.5Post-questionnaire 2775373.5.6Post-test​ 28325593.5.7Interview​ 281373.6Datacollection​ 297340ChapterFourResultsandDiscussion 30276114.1TheimpactofCLILteachingmethodonstudents'autonomouslearningability 30181714.1.1AnalysisofQuestionnaireI 303214.1.2AnalysisofInterviewI 32159794.1.3DiscussionofQuestionOne 3356774.2TheimpactofCLILteachingmethodonstudents'Englishreadingproficiency 34101384.2.1Analysisofpre-testbetweenECandCC 3556074.2.2Analysisofpost-testbetweenECandCC 36238574.2.3Analysisofpost-testofstudentsatdifferentlevelsbetweenECandCC 3789504.2.4AnalysisofInterviewII 38184754.2.5DiscussionofQuestionTwo 3922702ChapterFiveConclusion 41152815.1Majorfindings 41220615.2Teachinginspiration 42308785.3ResearchLimitations 43180035.4SuggestionsForFuture 4424078References 4629821AppendixI:SurveyQuestionnaireonEnglishReadingSelf-LearningAbilityofJuniorHighSchoolStudents 5214269AppendixII:Pre-test 5415368AppendixIII:Post-test 5924568AppendixIV:InterviewOutline(EnglishandChineseversion) 6420704AppendixV:TwoTeachingSampleLessonsRelatedtoThisResearchProject 6623148(1)SampleLesson1:CLILReadingInstructionPlanfortheExperimentalClass(Theme:EnvironmentalProtection) 664529(2)SampleLesson2:TraditionalReadingInstructionPlanfortheControlGroup(Theme:EnvironmentalProtection) 6830233Acknowledgements 71PAGEiiiChapterOneIntroductionThischaptermainlyexpoundstheresearchbackground,researchpurposeandresearchsignificance(includingtheoreticalsignificanceandpracticalsignificance),andexplainstheoverallstructureofthethesisattheend.1.1ResearchbackgroundTheCompulsoryEducationEnglishCurriculumStandards(2022Edition)outlinesfourcoreliteracyinEnglisheducation:languageproficiency,culturalawareness,criticalthinking,andlearningcompetence.Languageproficiencyformsthefoundation,culturalawarenessreflectsvalueorientation,criticalthinkingdemonstratesintellectualcharacteristics,andlearningcompetencedrivesdevelopment.Thesedimensionsinteractsynergistically,forminganintegratedsystem.InChina,coreliteracyisrecognizedasessentialspiritualelementsandgrowthdriversthatfostersustainabledevelopment,encompassingknowledge,skills,emotionalintelligence,attitudes,andvalues.Theyemphasizeprocessoveroutcome,characterizedbystability,openness,andadaptability(Wang&Jiang,2023).Asavitalcomponentoftheeducationsystem,juniorhighschoolEnglishteachingprioritizesreadinginstruction.Thestandardsrequirebalancedintegrationoflanguageknowledgeandcompetencydevelopment,guidingstudentstoaccumulatelinguisticresources,enhanceculturalunderstanding,andrefinecriticalthinkingthroughreading.However,currentpracticesfacechallenges:fragmentedsubjectknowledge,disconnectionbetweenlanguagelearningandsubjectcontent,superficialculturalintegrationwithscatteredknowledgepointsandinsufficientstudentmotivationforautonomouslearning—manystillpassivelyabsorbinformationwithoutdevelopingproactiveexplorationorstrategicapplicationskills(Wang,2017).Inforeigncountries,particularlyEUnations,ContentandLanguageIntegratedlearning(CLIL)wasintroducedandwidelyadoptedinthe1990s(Dalton-Puffer,C.,Huttner,J.,&Llinares,A.,2022).Thispedagogicalapproachcombinessubjectmatterwithlanguageacquisition,emphasizingtheuseofforeignlanguagesinnon-linguisticdisciplinessuchasmathematics,geography,science,andarts.Byintegratinglanguagelearningwithacademiccontent,itenablesstudentstoenhancetheirforeignlanguageskillswhileacquiringsubjectknowledge.Themethodcreatesauthenticcommunicativecontexts,makinglanguagelearningmorenatural,fluent,andpractical.Insummary,whetherdomesticallyorinternationally,exploringtheapplicationofCLILinjuniorhighschoolEnglishreadinginstructionfromacoreliteracyperspectiveaimstoimprovestudents'readingabilitiesandcultivateessentialcompetenciesofautonomousthroughinnovativeteachingmethods,therebypreparingthemforfuturesocietaldemands.1.2PurposeoftheresearchThisstudyaimstoevaluatetheeffectivenessofCLILteachingmethodinjuniorhighschoolEnglishreadinginstruction,focusingontwokeyaspects.First,itexamineshowCLILenhancesstudents'autonomouslearningcapabilities,coveringfourdimensions:learningmotivation,goalsetting,strategyapplication,andreflectiveevaluation.Second,itexploredtheimpactofCLILonstudents'readingproficiency,includingoverallreadingperformance,responsestovariousquestiontypes,anddifferencesinreadingabilityimprovementamongstudentsatdifferentproficiency.1.3SignificanceoftheresearchThisstudyhasimportanttheoreticalandpracticalsignificance.Theoretically,thisstudyfurthervalidatesandenrichestheComprehensibleInputHypothesis,ScaffoldingTheory,andSocioculturalTheory.Byintegratingsubjectcontentwithlanguagelearning,CLILprovidesstudentswithsubject-relevantandcomprehensiblelanguageinput,aligningwiththecoreprinciplesoftheComprehensibleInputHypothesisandofferingpracticalsupportforthetheory.InCLILteaching,teachersserveas“scaffolds”byprovidingappropriateguidanceandsupport,helpingstudentsgraduallyachieveautonomouslearning—aconceptthatresonateswiththecoreideasofScaffoldingTheory.Additionally,CLILemphasizesinteractivecommunicationbetweenteachersandstudents,aswellasamongstudents,wherelearnersuselanguageandconstructknowledgewithinsubjectcontent.Thisreflectsthesocioculturaltheory’scoreviewthat“learningisasocialinteractiveprocess,”providingnewpracticalexamplesforthetheory.Intermsofpracticalsignificance,thisstudyprovidesvaluableinsightsforreformingjuniorhighschoolEnglishreadinginstructionunderthecoreliteracyframework.ByimplementingCLILinreadingclasses,studentscansimultaneouslyenhancetheirEnglishlanguageproficiencyandinterculturalcommunicationskillswhileacquiringsubjectknowledge.Moreover,thisapproacheffectivelystimulatesstudents'atonomouslearning,improvesreadinginstructionoutcomes,andofferspracticalteachingmodelsandhands-onexperienceforfrontlineEnglisheducators.1.4OverallstructureofthethesisThisthesisisdividedintofivechapters,thecontentsofeachchapterareasfollows:Chapteroneistheintroduction,whichexpoundstheresearchbackground,researchpurposeandresearchsignificance,summarizestheoverallframeworkofthethesis,anddefinestheresearchscopeanddirection.Chaptertwoistheliteraturereview,whichbuildsthetheoreticalfoundationoftheresearch,includingtheintroductionofCLILteachingmethod,thetheoreticalbasis,thedefinitionandclassificationofautonomouslearningability,andtherelatedresearchofCLILteachingmethodinEnglishreadingteaching.Chapterthreeistheresearchmethod,whichisdetailedtoexplaintheresearchproblem,researchdesign,researchobject,researchtool,researchprocessanddatacollectionmethod,andpresentstheimplementationpathoftheresearch.Chapterfouristheresultsanddiscussion,whichanalyzestheinfluenceofCLILteachingmethodonstudents'autonomouslearningabilityandEnglishreadingability,andcarriesoutin-depthdiscussionbasedonthedata.Chapterfiveistheconclusion,whichsummarizesthemainfindingsofthestudy,putsforwardtheteachingenlightenment,analyzesthelimitationsofthestudy,andputsforwardthesuggestionsforthefutureresearchdirection.

ChapterTwoLiteratureReviewThischapterisbasedonexistingliteratureavailableonCNKI,systematicallysummarizingthecoretheoreticalconnotationsofCLILteachingmethod,thedimensionsofautonomouslearningability,andtheresearchresultsofCLIL'sapplicationinEnglishreadingteaching.Itprovidesacomprehensiveandsolidacademicsupportforthisstudyfromtheoreticalbasistopracticalapplication.2.1IntroductionofCLILTosystematicallypresentthecoreessenceofCLILteachingmethod,itisnecessarytostartwithitsdefinitionandthengraduallyextendittoitsadvantageousfeatures,teachingframework,andpyramidmodel,revealingtheessentialattributesandpracticallogicofthisteachingmethodlayerbylayer.2.1.1DefinitionofCLILContentandLanguageIntegratedLearning(CLIL),asaninnovativepedagogicalapproach,fundamentallybreaksdownthebarriersbetweensubjectknowledgeandlanguageacquisition,fosteringtheirorganicsynergy.Marsh(2002),akeyarchitectofCLILtheory,definesitasaneducationalmodelthatemploysforeignlanguagesasamediumtoteachnon-linguisticsubjects.Thisframeworkemphasizesthatcontentlearningandlanguageacquisitionarenotisolatedprocessesbutrathermutuallyreinforcingandco-evolving.Coyle(2013)furtherdevelopedCLIL'sconcept,clarifyingthatittranscendsmereaccumulationofsubjectknowledgeandlanguageskills.Instead,itcreatesmeaningfulcontextsandvehiclesforlanguageacquisitionthroughsubjectlearning,whilesimultaneouslyenhancinglearners'understandingofsubjectmattervialanguageapplication.Thiscomprehensiveprocessinvolvesmultidimensionalimprovementsincognitivedevelopment,culturalawareness,andcommunicationcompetence(Coyle,Hood,&Marsh,2010).ChinesescholarshavecontinuouslyexploredandrefinedlocalizeddefinitionsofCLIL(Classroom-LedInstructionalLanguage)basedonthepracticalcontextsandneedsofjuniorhighschoolEnglisheducation.GuZhihua(2017)proposedinhismaster'sthesisthatCLILisateachingmodelcenteredonsubjectthemes,enablingstudentstonaturallyenhancelanguageskillsandcomprehensiveapplicationabilitieswhilemasteringcoresubjectknowledge.ThisapproachhighlightsthepracticaladaptabilityandoperationalfeasibilityofCLIL.Wang(2017),fromtheperspectiveofcultivatingcorecompetencies,arguedthattheessenceofCLILliesinsynchronouslydevelopingstudents'languageproficiency,cognitivequality,culturalawareness,andlearningabilitiesthroughmeaningfulsubjectcontentinputandlanguageoutputactivities.ThisdefinitionalignscloselywiththeeducationalobjectivesoutlinedintheCompulsoryEducationEnglishCurriculumStandards(2022Edition)(MinistryofEducationofthePeople'sRepublicofChina,2022).Chen(2023),inherresearchonjuniorhighschoolstudents'Englishwriting,foundthattheCLILteachingmodeleffectivelyreduceslanguagelearninganxiety.SheparticularlyemphasizedthecontextualandinteractivefeaturesofCLIL,suggestingthatitshouldcreateauthenticsubjectlearningscenariostomotivatestudentstoactivelyuselanguageforcommunicationandexpression,allowinglanguagelearningtooccurnaturallywithinreal-lifecontexts.Basedontheabovedefinitions,thisstudydefinesCLILasateachingmodelthatfocusesonbothcontentknowledgeandtargetlanguageskills.Studentsacquiretargetlanguageskillsthroughmeaningfulknowledgecontentlearning,whiledeepeningtheirmasteryofcontentknowledgethroughtheuseoftargetlanguage.2.1.2AdvantagesofCLILThedistinctiveadvantagesofCLILpedagogyhavebeenthoroughlyvalidatedthroughlong-termteachingpracticesandempiricalresearch,primarilymanifestedinthreecoredimensions:interdisciplinaryintegration,learningmotivationstimulation,andcomprehensiveabilitycultivation.Regardinginterdisciplinaryintegration,Doyle&Pendergast(2015)conductedalongitudinalstudyofCLILteachingcasesacrossmultiplecountries,revealingthatCLILeffectivelytranscendstraditionallanguageteachingboundariesbydeeplyintegratingEnglishlearningwithknowledgefromgeography,history,science,art,andotherdisciplines.Forinstance,inteachingthethemeof"ecologicalenvironmentalprotection,"studentsnotonlylearnEnglishvocabulary,sentencepatterns,andexpressionsrelatedtoenvironmentalprotectionbutalsoacquiredisciplinaryknowledgesuchasecosystemcomposition,typesandhazardsofenvironmentalpollution,andprinciplesofenvironmentalprotectionmeasures.Thisintegratedapproachenablesstudentstoaccumulateinterdisciplinaryknowledgewhilelearningthelanguage,achievingthe"dualbenefitsoflanguageandknowledge"teachingeffect.Italsohelpsstudentsestablishsystematicknowledgenetworks,enhancingtheirabilitytotransferandcomprehensivelyapplyknowledge(Marsh&Lange,2016).Inthefieldoflearningmotivationstimulation,Pladevall-Ballester(2019)conductedathree-yearlongitudinalstudycomparingCLIL(Content-LearningIntegratedLanguage)andnon-CLILclassesinprimaryschools.TheresultsdemonstratedthatstudentsinCLILclassesconsistentlyexhibitedsignificantlyhigherEnglishlearningmotivationthantheirnon-CLILcounterparts.Thiswasprimarilyattributedtotheengaging,practical,andchallengingnatureofCLILcontent,whichmovedbeyondtheconventionalmonotonousapproachofisolatedvocabularymemorizationandgrammaranalysis,allowingstudentstoperceivethetangiblevalueandsignificanceoflanguageacquisition.Similarly,Sanad&Ahmed(2017)reachedcomparableconclusionsintheiruniversity-levelCLILreadinginstructionexperiment.Theirresearchrevealedthatbyintegratingsubject-relatedcontentalignedwithstudents'academicdisciplines,CLILteachingsubstantiallyenhancedreadingengagementandlearningpersistence.Studentsdemonstratedmarkedlyincreasedinitiativeinexploringsupplementarymaterialsandparticipatinginclassroomdiscussions.Inthecontextofholisticcompetencydevelopment,Coyle's(2013)4Csframework(Content,Communication,Cognition,Culture)comprehensivelydemonstratesthemultifacetedvalueofCLILincultivatingstudents'abilities.ThisframeworkhighlightsthatCLILinstructionnotonlyenhanceslanguageproficiencybutalsofostersthecoordinateddevelopmentofcommunicationskills,criticalthinking,andinterculturalawareness.Bayram,Ozturk&Atay(2019)conductedacomparativestudyofsecondaryschoolsinTurkey,revealingthatCLILclassesoutperformedtraditionalteachingmethodsinreadingcomprehension,vocabularyacquisition,andcriticalthinking.Particularlyinadvancedcognitivetaskssuchascomplextextanalysis,logicalreasoning,andargumentation,CLILstudentsdemonstratedsuperiorperformance.ThesefindingsconclusivelyvalidatethesignificantimpactofCLILteachingonfosteringstudents'comprehensivecompetencies.2.1.3TheframeworkofCLILteachingmethodThe4CsframeworkofCLILservesasthecoretheoreticalsystemguidingteachingpractices.FirstproposedbyCoyle(1999),thisframeworkhasevolvedovertwodecadesintoagloballyrecognizedstandardforCLILinstruction.ItcomprisesfourinterdependentandessentialcomponentsthatcollectivelyformthecompleteframeworkofCLILteaching.Asthefoundationoftheframework,contentreferstothecoresubjectknowledgeandspecificlearningobjectivesthatunderpintheteachingprocess.Theseelementsmustalignpreciselywithstudents'cognitivedevelopmentlevelsandthecurriculumstandardsoftheirrespectivegradelevels,whilealsobeingengagingandpracticaltosparkstudents'interestinlearning.InjuniorhighschoolEnglishreadinginstruction,commonCLIL(Content-BasedLanguageInstruction)themesinclude"Westerntraditionalfestivals,""environmentalprotectionandsustainabledevelopment,""plantandanimalscienceknowledge,"and"interculturalcommunicationetiquette."Thesethemesnotonlyresonatewithstudents'dailylivesbutalsoeffectivelyintegratemultidisciplinaryknowledge(HanBangying,2020).CommunicationisthecornerstoneofCLIL(Classroom-LedInstructionalLanguage)pedagogy,designedtoenhancelanguageacquisitionandcompetencedevelopmentthroughdiverseinteractiveactivities.CLILclassroomsfeaturemultifacetedcommunicationmodalities,includingteacher-studentQ&Asessions,peergroupdiscussions,thematicdebates,projectpresentations,andcross-culturalexchangeprograms.ResearchbyGallardo&F.Basterrechea(2021)demonstratesthatinteractivediscourseinCLILclassroomsprovidesstudentswithsubstantialauthenticlanguageinputandoutputopportunities.Thisapproachnotonlyreinforceslanguageknowledgethroughpracticalapplicationbutalsoimprovesexpressionaccuracyandfluency,whilesimultaneouslycultivatingcommunicationskills,collaborativeawareness,andself-assuredarticulation.Thecognitivedimensionemphasizesthedevelopmentofstudents'thinkingabilities.CLILteachingguideslearnerstoprogressfrombasiccognitiveskills(e.g.,memorization,comprehension,andrecognition)tohigher-orderthinking(e.g.,analysis,comparison,evaluation,andcreation).Lopriore(2020)notedthatCLILinstructionaltasksshouldincorporatecognitivechallenges,suchascomplexproblemscenarios,interdisciplinaryinquiry,andopen-endeddiscussions,tostimulateactivethinkinganddevelopcriticalthinking,logicalreasoning,andproblem-solvingskills.Forexample,inthe"ComparativeStudyofEnvironmentalConceptsBetweenChinaandtheWest"lesson,studentsengageinactivitieslikereadingmaterials,gatheringinformation,analyzingdifferences,andformulatingpersonalizedperspectivestoachievecomprehensivecognitivegrowth.TheculturaldimensionisacorevalueinCLILpedagogy,designedtohelpstudentsunderstandtheculturalcontexts,thoughtpatterns,values,andbehavioralnormsofdifferentcountriesandregionsthroughsubjectcontent.Thisapproachcultivatesstudents'cross-culturalcommunicationawareness,culturalinclusiveness,andinterculturalcompetence.Ting&Chenze(2022)foundintheirCLILreadingexperimentforcollegestudentsthatintroducingcross-culturalthemesnotonlydeepenedstudents'understandingoftargetlanguageculturesbutalsotaughtthemtoviewissuesfromamulticulturalperspective.Theirculturalsensitivityandinclusivenesssignificantlyimproved,whilepragmaticskillsincross-culturalcommunicationwereeffectivelyhoned.2.1.4PyramidModelofCLILToaddressthelimitedpracticalapplicabilityofthe4Csframeworkinclassroomteaching,Meyer(2015)developedtheCLILPyramidModelbasedonextensiveCLILteachingexperience.ThismodelorganizestheCLILimplementationprocessintofourprogressivelyinterconnectedstages,providingteacherswithaclearandactionableroadmapforinstructionaldesignandclassroomexecution.WidelyadoptedinmultilingualeducationacrossEurope,themodelhasbeenlocalizedbyChinesescholarsandhasbecomeaneffectiveinstructionaltoolforjuniorhighschoolEnglishCLILteaching(Ye,2020).Thefirstphase,knownasthethemeselectionstage,servesasthefoundationforimplementingCLIL(Content-LearningIntegratedLanguage)teaching,directlyinfluencingtheeffectivenessofsubsequentinstructionalcomponents.Ye(2020)demonstratedinhismaster'sthesisthroughempiricalresearchthatjuniorhighschoolCLILthemeselectionshouldadheretothreecoreprinciples:First,subjectrelevance–themesmusteffectivelyintegrateEnglishlanguagelearningwithknowledgefromotherdisciplines;Second,studentinterest—themesshouldalignwithstudents'real-lifeexperiencesandcognitivecharacteristicstostimulatetheircuriosityandengagement;Third,curriculumcompatibility—themesmustcomplywiththeCompulsoryEducationEnglishCurriculumStandards(2022Edition)andcomplementtextbookcontent.Basedontheseprinciples,juniorhighschoolEnglishCLILteachingshouldprioritizethemessuchas"CampusLifeandInterpersonalCommunication","CulturalCustomsandCross-CulturalCommunication","SciencePopularizationandEnvironmentalProtection",and"HistoricalStoriesandLiteraryAppreciation".Thesecondphase,themediaselectionstage,emphasizesutilizingdiverseteachingmediaandresourcestoprovidestudentswithrichlanguageinputandvariedcontentpresentationformats,therebyreducinglearningdifficultyandenhancingeducationaloutcomes.Liu(2018)proposedinhisresearchthatmediaselectionforjuniorhighschoolCLILteachingshouldadheretotheprinciplesofmultimodality,intuitiveness,andcomprehensibility.Inadditiontotraditionaltextbooktexts,multimediaresourcessuchasvideoclips,Englishanimatedshorts,sciencedocumentarysegments,physicalteachingaids,imagesandcharts,Englishsongs,andinteractivecoursewareshouldbewidelyemployed.Forinstance,in"AnimalandPlantScience"themedinstruction,Englishanimationscanbeusedtointroduceanimalbehaviors,high-definitionimagescandemonstrateplantgrowthprocesses,andinteractivecoursewarecanfacilitatevirtualexperiments.Thesemethodstransformabstractsubjectknowledgeintointuitiveandunderstandablecontentwhileprovidingdiversifiedlanguageinputformatstomeettheneedsofstudentswithdifferentlearningstyles.Thethirdphase,thetaskdesignstage,constitutesthecorecomponentofCLIL(Content-LearningIntegratedLanguage)teaching.Thisphaseemploysdiversetaskactivitiestoenhancestudents'subjectcomprehensionandlanguageskillapplication.Mo(2021),drawingfrompracticaljuniorhighschoolEnglishteachingexperiences,proposedadoptingatiereddesignapproachforCLILtasks.Tasksarecategorizedintothreelevelsbasedonstudents'languageproficiencyandcognitiveabilities:basic,intermediate,andadvanced.Basic-leveltasksfocusonlanguageknowledgeacquisitionandfundamentalcontentunderstanding,includingvocabulary