目前,雙語(yǔ)教學(xué)正成為我國(guó)高等教育改革的熱點(diǎn),越來越多的高校已經(jīng)實(shí)施或準(zhǔn)備實(shí)施雙語(yǔ)教學(xué)。其中有不少成功的例子,但是由于處在初級(jí)階段,雙語(yǔ)教學(xué)依然存在很多問題。教學(xué)觀念的轉(zhuǎn)變,教材和評(píng)估系統(tǒng)的改革,以及師資隊(duì)伍的建設(shè)是雙語(yǔ)教學(xué)中亟待解決的三大困難�！稗D(zhuǎn)變學(xué)生的學(xué)習(xí)方式”是我國(guó)高等教育改革的一項(xiàng)重要任務(wù)。從探究式學(xué)習(xí)入手,不僅要轉(zhuǎn)變學(xué)生的學(xué)習(xí)方式,更要轉(zhuǎn)變教師的教學(xué)方式,進(jìn)而改變整個(gè)教學(xué)觀念。探究式學(xué)習(xí)以解決實(shí)際問題的邏輯順序?yàn)橹骶�,關(guān)注培養(yǎng)思維能力,特別是創(chuàng)造性思維能力,同時(shí)有利于激發(fā)學(xué)生的學(xué)習(xí)熱情。本文試圖從探究式學(xué)習(xí)的理論入手,將其相關(guān)理論與雙語(yǔ)教學(xué)緊密結(jié)合起來,通過對(duì)雙語(yǔ)教學(xué)現(xiàn)存問題的分析從探究式學(xué)習(xí)的角度提出可行的對(duì)策;通過對(duì)當(dāng)代學(xué)生探究能力的分析強(qiáng)調(diào)雙語(yǔ)教學(xué)與探究式學(xué)習(xí)結(jié)合的必要性;通過對(duì)探究式學(xué)習(xí)與接受式學(xué)習(xí)的對(duì)比研究分析探究式學(xué)習(xí)的優(yōu)勢(shì)所在;通過對(duì)探究式學(xué)習(xí)理論基礎(chǔ)的分析尋找探究式學(xué)習(xí)與雙語(yǔ)教學(xué)結(jié)合的理論基礎(chǔ),從而建立一種以探究式學(xué)習(xí)為導(dǎo)向的雙語(yǔ)教學(xué)方法。該方法強(qiáng)調(diào)以學(xué)生為中心,改變學(xué)生原有的被動(dòng)學(xué)習(xí)方式,鼓勵(lì)學(xué)生學(xué)會(huì)學(xué)習(xí)、學(xué)會(huì)研究、學(xué)會(huì)交流。該方法實(shí)現(xiàn)了雙語(yǔ)教學(xué)模式由被動(dòng)接... 

【文章頁(yè)數(shù)】：53 頁(yè)

【學(xué)位級(jí)別】：碩士

【文章目錄】：
摘要
Abstract
Part Ⅰ Introduction
    1.1 Present Situation of Bilingual Instruction
    1.2 Significance of the Study
    1.3 Structure of the Thesis
Part Ⅱ Literature Review
    2.1 The Concept of Inquiry Learning
        2.1.1 The Definition of Inquiry Learning
        2.1.2 The Features of Inquiry Learning
        2.1.3 The Classification of Inquiry Learning
        2.1.4 The Process of Inquiry Learning
    2.2 Developmental Modes of Inquiry Learning
    2.3 Theoretical Basis of Inquiry Learning
        2.3.1 Cognitive Psychology
        2.3.2 Humanistic psychology
        2.3.3 Learning Theories
    2.4 Present Studies of Inquiry Learning
        2.4.1 Present Studies Abroad
        2.4.2 Present Studies at Home
Part Ⅲ Superiority of Inquiry Learning
    3.1 Problems in Present Bilingual Instruction
    3.2 Analysis of Present Situation of Colledge Students’Inquiry Ability
        3.2.1 Cognition
        3.2.2 Behavior
        3.2.3 Emotion
    3.3 Reception Learning vs. Inquiry Learning
        3.3.1 Reception Learning
        3.3.2 Inquiry Learning
        3.3.3 Comparison Between Reception Learning and Inquiry Learning
        3.3.4 Advantages and Disadvantages
    3.4 Possibilities of the Inquiry-learning Approach to Bilingual Instruction
        3.4.1 Theoretical Possibilities
        3.4.2 Possible Solutions to the Three Problems in Bilingual Instruction
Part Ⅳ Inquiry-learning Approach to Bilingual Instruction
    4.1 Inquiry-learning Approach
        4.1.1 Description
        4.1.2 Roles and Factors
        4.1.3 Process
        4.1.4 Assessment System
    4.2 Evaluation of the Approach
        4.2.1 Advantages of the Approach
        4.2.2 Disadvantages of the Approach
    4.3 Suggestions for Bilingual Instruction
Part Ⅴ Conclusion
    5.1 Major Findings
    5.2 Implication and Limitation of the Study
    5.3 Recommendations for Further Research
Bibliography
Acknowledgements



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