Study and Practice of CLIL Teaching Model for all-English Course “Digital Fundamentals” under the Perspective of Intersubjectivity

With the acceleration of the internationalization of universities, the cultivation of interdisciplinary talent possessing both professional knowledge and interna-tional communication capabilities has become a crucial goal in higher education in China. As an important specialized basic course of electrical specialties in domestic and foreign universities, the all-English course “Digital Fundamentals” has a wide audience and plays an important role in cultivating international talents. However, teaching in all English is a great challenge for both teachers and students. Insufficient innovation in teaching methods, coupled with a lack of student engagement and initiative, inevitably leads to poor learning outcomes. In this paper, Intersubjectivity theory is introduced to motivate the students' subjectivity and improve the teaching quality in the education process of this course, and a CLIL (Content and Language Integrated Learning) teaching model is developed and effectively applied to the teaching practice. In this model, the smart information technology including network platform “MOOC” and mobile platform “Rain class” are applied to support autonomous learning and interaction, and the reasonable teaching environments including “Split classroom”, “Flipped classroom”, and “Team-based learning” are created to build consensus through verbal communication and achieve joint development through interaction between teachers and students.