双语教学在抚顺市高中的实践

论文摘要

双语教育的历史源远流长。国外的双语教育是从20世纪后半期发展起来的,它最早在美国、加拿大等国家实施并获得了成功,形成了一些比较熟悉、自成体系的双语教学基本理论,被国际外语界公认为是一项成功的外语教学策略。中国紧随国际双语教学潮流之后,尤其在上海,苏州,青岛,杭州,大连,广州等沿海城市。“双语教学”听起来对中国人很有吸引力,尤其是中国家长。因为英语在社会生活,事业中起着越来越重要的作用,尤其是加入世贸后,家长争先恐后在孩子很小的时候把他们送到英语培训中心,甚至把孩子送到双语学校。他们认为这样会为孩子提供接触英语的机会。但是目前来讲,双语教学在中国确实有效吗?西方的双语教学理论是否适合中国具体情况呢?在抚顺市选择一所有代表性的采用双语教学方式的学校进行调查。对于双语教学的现状,主要集中在教材,学生水平以及师资力量三方面进行调查。数据搜集采用对学生,以及教师的采访和问卷相结合的方式。采访以及问卷的问题主要集中在上面所说的三个方面而进行设计的。在对双语学校学生采访后设计问卷,这样能够挖掘出问题所在同时避免问题的主观性。问卷以中文的形式进行以确保准确性。把问卷结果录入电脑用SPSS分析后的调查以及对教师的采访的结果表明,在中国双语教学存在诸多问题。但是该调查有其局限性。调查的学生以及教师数目有限。同时采访设计的问题难免带有主观性。另外调查只是针对抚顺市的一所高中的双语教学情况进行调查,并不能完全代表全省乃至全国的情况。但是该调查的确反映出中国在现阶段实行双语教学存在的一些不足。

论文目录

• English Abstract
• Chinese Abstract
• Acknowledgements
• ⅠIntroduction
• 1.1 Background and need for the research
• 1.2 The purpose of the research
• 1.3 The structure of the thesis
• ⅡLiterature Review
• 2.1 Definition of bilingualism and bilingual education
• 2.1.1 Definition of bilingualism
• 2.1.2 Definition of bilingual education
• 2.2 Differences between bilingual education and bilingual teaching/instruction
• 2.3 A review of others’ research in the past several years
• 2.3.1 A review of western bilingualism research
• 2.3.2 A review of bilingualism research in China
• 2.4 The relation between this research and others’ researches before
• Ⅲ Theoretical Foundation
• 3.1 The balance theory
• 3.2 Think tank model
• 3.3 The thresholds theory
• 3.4 Interdependent hypothesis
• 3.5 Attitude-motivation model
• 3.6 Social-educational model
• Ⅳ Data collection
• 4.1 Questionnaire
• 4.1.1 Subject
• 4.1.2 Treatment
• 4.2 Interview
• 4.2.1 Subject
• 4.2.2 Treatment
• Ⅴ Data analysis and discussion
• 5.1 Data analysis of the questionnaire
• 5.1.1 Students’ English level before entering bilingual school
• 5.1.2 It is bilingual teaching but not bilingual education in China
• 5.1.3 Bilingual schools make students like English and learning English
• 5.1.4 Students’ learning of extensive and some content subjects in English
• 5.1.5 Why couldn’t students understand some contents?
• 5.2 Data analysis of the interview
• 5.2.1 Bilingual teaching is not teaching in English
• 5.2.2 Qualified teacher is an important element in bilingual teaching
• 5.2.3 Students’English level should not be ignored, either
• 5.2.4 The role of mixture of Chinese and English in teaching
• 5.2.5 Teaching materials of bilingual teaching and the conflict with education system in China
• 5.3 Strategies of bilingual teaching in bilingual schools
• Ⅵ Conclusions and limitations
• 6.1 Conclusions
• 6.2 Implications of further language teaching
• 6.3 Limitations of the present research
• References
• Appendix