Application of the O-AMAS effective teaching model
O-AMAS有效教学模型在军事外语课程中的运用研究

摘要

当前，军事外语能力对军队人才的重要性愈发凸显。为提升军事外语课堂教学质效，培养学员军事外语应用能力，增强其军事外语综合素养，本文立足服务部队、备战打仗的现实需求，突出“以战领教，为战育人”的教育理念，通过阐释O-AMAS有效教学模型的内涵及特征，从军事外语课程特点、军事外语教学面临的困境、有效教学模型相比传统教学的优势等角度对目前军事外语教学中引入O-AMAS有效教学模型的必要性进行分析。同时，以军事俄语课程教学实践为例，构建“目标设计、迅速激活、多元学习、有效测评、简要总结”五个环节的教学范式，并贯穿于学员课前自主学习、课堂多层互动、课后积极反馈、延伸思考四个阶段，依托O-AMAS有效教学模型结构化、互动化的教学设计，着力破解军事外语教学中的困境，为擢升学员军事外语应用能力提供了实践路径。

Abstract

The importance of military foreign language proficiency for military personnel has become increasingly prominent. To enhance the quality and effectiveness of military foreign language classroom teaching, cultivate learners’ applied competence in military foreign languages, and strengthen their comprehensive military foreign language literacy, this study—rooted in the practical demands of serving the armed forces and preparing for combat—emphasizes the educational philosophy of "directing education by combat needs and cultivating talent for warfare." By elucidating the connotation and characteristics of the O-AMAS effective teaching model, it analyzes the necessity of introducing this model into current military foreign language teaching from perspectives such as the distinctive features of military foreign language courses, existing challenges in military foreign language pedagogy, and the advantages of the effective teaching model over traditional methods. Furthermore, using military Russian course instruction as a practical example, it constructs a five-phase teaching framework comprising "Objective Design, Immediate Activation, Multi-learning, Effective Assessment, and Concise Summary," implemented across four stages: pre-class autonomous learning, in-class multi-level interaction, post-class active feedback, and extended reflection. Leveraging the structured and interactive instructional design of the O-AMAS model, this framework aims to resolve key dilemmas in military foreign language pedagogy and provide practical pathways for elevating learners’ applied military foreign language competence.