全球化背景下，内容和语言融合式学习在欧洲及很多国家越来越受欢迎。越来越多的跨国企业和跨国合作要求工作者的语言能力。因此，在新课程改革的大趋势下，一场关于内容和语言融合式学习在中国教学的探索势不可挡。本研究采用了行动研究，围绕内容和语言融合式学习探讨了两个研究问题。首先，基于内容和语言融合式教学法的教学在英语阅读教学中是否有效？如果有效，基于内容和语言融合式教学的教学在英语阅读教学中对学生的动机，兴趣，态度和能力有什么样的影响？如果无效，原因是什么？基于这两个研究问题，本研究分为两个阶段，研究工具采用测试，访谈，转录，教师日志。研究发现，内容和语言融合式教学法可以提高学生英语阅读的兴趣和能力，但是没有改变学生的动机。并且，学生对内容和语言融合教学法的教学效果持怀疑态度。总之，行动研究这种研究方法和内容和语言融合式教学法在英语阅读中的应用是本研究的亮点，也填补了内容和语言融合式学习以及外语教学中的研究空缺。因此在理论和实践上，本研究是有意义的。

Content and language integrated learning is popular and suitable under globalization in Europe and many countries. There are more and more transnational enterprises and transnational cooperation which require language proficiency of workers. Therefore, the exploration on CLIL for Chinese teaching is inevitable with new curriculum reform. This is an action research. There are two research questions in this action research around CLIL pedagogy. Firstly, is the teaching based on CLIL pedagogy effective for English reading teaching? Secondly, if yes, what does the teaching based on CLIL pedagogy effect English reading teaching in students’ motivation, interest, attitude and ability? If no, what are the reasons? In terms of two research questions, this research has two phases and takes tests, questionnaires, interviews, transcriptions of class videos and teacher logs as research instruments. It was found out that CLIL pedagogy improved students’ interest and ability in English reading part. However, there are no changes in students’ motivation. Students’ attitude is even skeptical towards the effectiveness of CLIL pedagogy. In short, it fills the research gap in CLIL and foreign language reading. Taking action research and applying CLIL pedagogy are the highlights in English reading teaching. Therefore, this research is meaningful and significant.