全球化趨勢下,國際競爭日益激烈。各國文化、經(jīng)濟(jì)、技術(shù)、人才等方面的交流也日趨頻繁。這對21世紀(jì)人才和教育事業(yè)的發(fā)展提出了更高的要求。培養(yǎng)高素質(zhì)、通曉一門或幾門外語的復(fù)合型人才是各國教育界追求的共同目標(biāo)。無論是發(fā)達(dá)國家還是發(fā)展中國家對雙語教育和雙語教學(xué)都給予了充分的重視。一些發(fā)達(dá)國家和地區(qū)在進(jìn)行雙語教育方面己走在前列。中國加入WTO后,改革開放的步伐日益加快,雙語教育已逐漸成為我國教育改革的重點(diǎn)。 加拿大,新加坡和美國等國家都是以多民族和多種文化共存為特點(diǎn)。在雙語教學(xué)方面,這些國家給予了我們許多有價(jià)值的經(jīng)驗(yàn)。但是中國和其他國家相比,有許多其自身特點(diǎn)和條件,所以我們不能簡單的照搬國外已經(jīng)形成的教學(xué)模式。我們應(yīng)該看到,雙語教育在中國還處在一個(gè)實(shí)驗(yàn)的階段。并且,隨著我國雙語教育的拓展和深化,影響雙語教育順利開展的瓶頸問題增多。許多學(xué)校開展的雙語教育存在不同程度的盲目性和隨意性。許多人對雙語教育的概念存在的錯(cuò)誤的理解,只是簡單的認(rèn)為,雙語教育就是強(qiáng)化英語教學(xué)。本文從理論上對這個(gè)問題進(jìn)行研究,對我國高校雙語教育現(xiàn)狀以及存在的主要問題進(jìn)行了分析。通過對我國現(xiàn)在的雙語教育的實(shí)踐和改革進(jìn)行分析和反思,提...

【文章頁數(shù)】：69 頁

【學(xué)位級別】：碩士

【文章目錄】：
摘要
Abstract
Acknowledgements
Chapter I Introduction
    1.1 The Background of Bilingual Education in China
    1.2 The Significance of Developing Bilingual Education in China
    1.3 Objectives of the Thesis
Chapter II Literature Review
    2.1 Definition
        2.1.1 Bilingualism
        2.1.2 Bilingual
        2.1.3 Bilingual Education and Bilingual Teaching
    2.2 The Models of Bilingual Education
        2.2.1 Immersion Bilingual Education
        2.2.2 Maintenance Bilingual Education
        2.2.3 Transitional Bilingual Education
    2.3 The Related Theoretical Hypotheses and Their Applications
        2.3.1 The Input Hypothesis
        2.3.2 The Role of Output
        2.3.3 The Affective Filter Hypothesis
Chapter III Present status of bilingual education in Chinese university vis-a-vis foreign experience in bilingual education in selected countries
    3.1 Practices of Bilingual Education Abroad
        3.1.1 Canadian Bilingual Education-French Immersion
        3.1.2 Bilingual Education in Singapore
        3.1.3 Bilingual Education in U.S.A
    3.2 The Present Situation of Bilingual Education in China
        3.2.1 China’s Current Situation in Economy and Politics
        3.2.2 Negative Effects of Examination-Oriented Education
        3.2.3 Unsuitable Theories and Models
        3.2.4 Controversies about Bilingual Education
Chapter IV The Case Study
    4.1 The Subjects of the Research
    4.2 The Design and Procedure of the Research
        4.2.1 Questionnaires
        4.2.2 Classroom Observations
    4.3 The Analysis of the Questionnaires and Classroom Observation
        4.3.1 The Analysis of Questionnaires
        4.3.2 The Analysis of classroom observation
    4.4 The Main Problems Found throughout Analysis
Chapter V Suggested solutions to the Main Problems in Bilingual Education Programs
    5.1 Improving the Quality of a Bilingual Class
    5.2 Training Qualified Bilingual Teachers
    5.3 Adopting Suitable Bilingual Textbook
    5.4 Creating Suitable Bilingual Language Learning Environment
    5.5 Other Suggestion for Bilingual Education
        5.5.1 Carrying out Bilingual Education Practice Selectively
        5.5.2 Carrying out Auxiliary Policies and Supervision
Chapter VI conclusion and limitation
    6.1 Conclusion of the Thesis
    6.2 Limitations and Further Suggestions of the Thesis
References
Appendix
    Questionnaires



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