研究⽬的：随着“⼀带⼀路”建设的有序推进, 培养精通外语和具有国际视野的航空复合型、应⽤型⼈才已成为中国⾼校航空服务类专业各门课程改⾰的紧迫课题。本⽂以POA教学理论为指导, 探究专门⽤途韩语课程在提升学⽣“语⾔、学习、思辨、⽂化、创新、合作”6种能⼒以及落实⽴德树⼈这⼀教育根本任务的教学新路径, 以期为专门⽤途外语课程的教学与实践带来⼀点启⽰或借鉴。 研究⽅法：以POA教学理论为指导, 遵循“学习中⼼说、学⽤⼀体说、全⼈教育说”等教学理念, 以网络教学平台为辅助, 从“驱动、促成、评价”三个教学循环链出发, 运⽤情景式、探究式、协作式等教学模式, 对《民航服务基础韩语》课程进⾏教学设计。通过教学展⽰、课后师、⽣访谈、任课教师⾃我评价等, 分析POA理论指导下的专门⽤途韩语教学的教学成效、不⾜, 并提出改进建议。 研究内容：⾸先, 本⽂对⾮通⽤语、专门⽤途外语、专门⽤途⾮通⽤语等概念进⾏详细阐释。专门⽤途韩语隶属于专门⽤途⾮通⽤语下设的“业务⾮通⽤语”范畴。其次, 论述了专门⽤途韩语课程存在的必要性与价值, 并对其研究现状进⾏了分析。再次, 以POA教学理论为指导, 梳理专门⽤途韩语课程的教学设计思路。第四, 基于课前驱动、课中促成、课后评价三个教学环节进⾏教学实践。最后, 通过教学实践后的教师⾃我反思、师⽣访谈等, 总结POA教学理论优缺点, 并对课堂教学提出改进建议。 结论与建议：通过教学实践与课后访谈, 我们发现POA教学理论能够弥补韩语初级阶段教学中普遍存在的“输⼊与输出脱节”的问题, 能够较好地完成与思政课协同育⼈的⽬标。但受教学时长限制、教与学的课前准备效果等的影响, 加之输出任务的繁重等, 此理论也为初级阶段的专门⽤途韩语教学带来了巨⼤挑战。期待更多专门⽤途外语教师将POA教学理论运⽤到多语种教学实践中, 丰富教学成果, 改善教学不⾜。

Abstract: With the orderly promotion of the construction of Belt and Road, cultivating aviation composite and application-oriented talents who are proficient in foreign languages and have an international perspective has become an urgent issue for the reform of aviation service majors’ courses in Chinese colleges and universities. The POA teaching theory, which focuses on “output”, provides a new way of thinking for foreign language teaching and reform, and it has been proved that the POA teaching theory has achieved certain results in the teaching practice of different languages. Therefore, this paper takes the POA teaching theory as the guidance, follows the teaching concepts of “Learning Centered Principle, Learning-using Integrated Principle”, “Whole-Person Education Principle”, assisted by the network teaching platform, the course starts from the three teaching chains of “Motivating, Enabling, and Assessing”. By using the teaching modes of situational, inquiry, and collaborative teaching, we designed the teaching of the course “Basic Korean for Civil Aviation Service” to explore the new teaching paths of the specialized Korean language course in enhancing the students’ six competencies of “language, learning, discernment, culture, creativity, and cooperation” as well as the implementation of the fundamental task of education, which is to establish moral character. We hope to bring some inspiration or reference to the teaching and practice of specialized foreign language courses.