全球化趨勢(shì)下,國(guó)際競(jìng)爭(zhēng)日益激烈。各國(guó)文化、經(jīng)濟(jì)、技術(shù)、人才等方面的交流也日趨頻繁。這對(duì)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(mén)或幾門(mén)外語(yǔ)的復(fù)合型人才是各國(guó)教育界追求的共同目標(biāo)。無(wú)論是發(fā)達(dá)國(guó)家還是發(fā)展中國(guó)家對(duì)雙語(yǔ)教育和雙語(yǔ)教學(xué)都給予了充分的重視。一些發(fā)達(dá)國(guó)家和地區(qū)在進(jìn)行雙語(yǔ)教育方面己走在前列。中國(guó)加入WTO后,改革開(kāi)放的步伐日益加快,雙語(yǔ)教育已逐漸成為我國(guó)教育改革的重點(diǎn)。 加拿大,新加坡和美國(guó)等國(guó)家都是以多民族和多種文化共存為特點(diǎn)。在雙語(yǔ)教學(xué)方面,這些國(guó)家給予了我們?cè)S多有價(jià)值的經(jīng)驗(yàn)。但是中國(guó)和其他國(guó)家相比,有許多其自身特點(diǎn)和條件,所以我們不能簡(jiǎn)單的照搬國(guó)外已經(jīng)形成的教學(xué)模式。我們應(yīng)該看到,雙語(yǔ)教育在中國(guó)還處在一個(gè)實(shí)驗(yàn)的階段。并且,隨著我國(guó)雙語(yǔ)教育的拓展和深化,影響雙語(yǔ)教育順利開(kāi)展的瓶頸問(wèn)題增多。許多學(xué)校開(kāi)展的雙語(yǔ)教育存在不同程度的盲目性和隨意性。許多人對(duì)雙語(yǔ)教育的概念存在的錯(cuò)誤的理解,只是簡(jiǎn)單的認(rèn)為,雙語(yǔ)教育就是強(qiáng)化英語(yǔ)教學(xué)。本文從理論上對(duì)這個(gè)問(wèn)題進(jìn)行研究,對(duì)我國(guó)高校雙語(yǔ)教育現(xiàn)狀以及存在的主要問(wèn)題進(jìn)行了分析。通過(guò)對(duì)我國(guó)現(xiàn)在的雙語(yǔ)教育的實(shí)踐和改革進(jìn)行分析和反思,提...

【文章頁(yè)數(shù)】：69 頁(yè)

【學(xué)位級(jí)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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