高校雙語(yǔ)教育存在的問(wèn)題與對(duì)策研究
發(fā)布時(shí)間：2024-06-03 18:54
近年來(lái),雙語(yǔ)教育作為我國(guó)社會(huì)的一個(gè)熱點(diǎn)問(wèn)題,已引起越來(lái)越多人的注意。其作為一種全新的教育方法,是指用外語(yǔ)或?qū)W生的第二語(yǔ)言作為教學(xué)媒介來(lái)進(jìn)行學(xué)科教學(xué)。在該教育系統(tǒng)中,教學(xué)的最終目標(biāo)是讓學(xué)生在掌握學(xué)科知識(shí)的同時(shí)提高外語(yǔ)能力。世界公認(rèn)的雙語(yǔ)教育早在上個(gè)世紀(jì)60年代便已出現(xiàn),在一些發(fā)達(dá)國(guó)家,諸如美國(guó)、加拿大、新加坡等,雙語(yǔ)教育早已形成一定的規(guī)模,但是由于國(guó)情不同,各國(guó)的雙語(yǔ)教育目的很不一樣,教育模式亦存在很大差異。總的來(lái)說(shuō),有過(guò)渡型雙語(yǔ)教育、保持型雙語(yǔ)教育、浸沒型雙語(yǔ)教育等幾種模式,其中以加拿大的浸沒型雙語(yǔ)教育模式最為成功。 然而雙語(yǔ)教育在取得明顯效果的同時(shí),也存在不少問(wèn)題,諸如師資問(wèn)題、課程設(shè)置問(wèn)題以及學(xué)生語(yǔ)言基礎(chǔ)問(wèn)題等,不一而足,而且這些問(wèn)題在不同的國(guó)家有不同的表現(xiàn)形式。于是,關(guān)于雙語(yǔ)教育“是”與“非”的爭(zhēng)論也就一直沒有停止過(guò)。 中國(guó)海洋大學(xué)早在2001年就開始了“雙語(yǔ)教育”的嘗試,經(jīng)過(guò)多年的教學(xué)實(shí)踐積累了一定的教學(xué)經(jīng)驗(yàn)。本文以二語(yǔ)習(xí)得的相關(guān)理論和研究方法為指導(dǎo),對(duì)該校的雙語(yǔ)教育進(jìn)行了案例分析,以不同專業(yè)兩個(gè)年級(jí)256名學(xué)生作為主要研究對(duì)象,通過(guò)收集信息、課堂觀察、采訪教師、對(duì)學(xué)生做問(wèn)卷調(diào)...
【文章頁(yè)數(shù)】：87 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgement
摘要
Abstract
List of Figures and Tables
ChapterⅠ Introduction
1.1 The background of bilingual education in China
1.2 The necessity of bilingual education in China
1.3 Pros and cons of bilingual education
1.4 Determining the research area
1.5 Aims and orientation of the thesis
Chapter Ⅱ Literature Review
2.1 Definitions
2.2 The history of bilingual education
2.3 Models of bilingual education
2.4 The related teaching approaches
2.5 The related theoretical hypotheses and their applications
2.6 Formulating the author’s own hypotheses
Chapter Ⅲ Research Design and Methodology
3.1 Overview of the research
3.2 Instruments and procedures of the research
Chapter IV The Findings and Analyses of the Research
4.1 Findings from the questionnaire
4.2 Findings from the interview
4.3 Findings from the classroom observation
ChapterⅤ Suggested Solutions and Tips
5.1 The significance of the problem
5.2 Main problems
5.3 Solutions to the main problems
5.4 The innovation of this thesis
Chapter Ⅵ Conclusion
6.1 Summary of the major findings
6.2 Limitations and recommendations for future studies
References
Appendix Ⅰ 中國(guó)海洋大學(xué)關(guān)于實(shí)施雙語(yǔ)教學(xué)的有關(guān)規(guī)定
Appendix Ⅱ 雙語(yǔ)教學(xué)情況問(wèn)卷調(diào)查表
Appendix Ⅲ 采訪問(wèn)題（隨機(jī)抽選）
Appendix Ⅳ 雙語(yǔ)教學(xué)情況問(wèn)卷調(diào)查表統(tǒng)計(jì)結(jié)果
本文編號(hào)：3988357
【文章頁(yè)數(shù)】：87 頁(yè)
【學(xué)位級(jí)別】：碩士
【文章目錄】：
Acknowledgement
摘要
Abstract
List of Figures and Tables
ChapterⅠ Introduction
1.1 The background of bilingual education in China
1.2 The necessity of bilingual education in China
1.3 Pros and cons of bilingual education
1.4 Determining the research area
1.5 Aims and orientation of the thesis
Chapter Ⅱ Literature Review
2.1 Definitions
2.2 The history of bilingual education
2.3 Models of bilingual education
2.4 The related teaching approaches
2.5 The related theoretical hypotheses and their applications
2.6 Formulating the author’s own hypotheses
Chapter Ⅲ Research Design and Methodology
3.1 Overview of the research
3.2 Instruments and procedures of the research
Chapter IV The Findings and Analyses of the Research
4.1 Findings from the questionnaire
4.2 Findings from the interview
4.3 Findings from the classroom observation
ChapterⅤ Suggested Solutions and Tips
5.1 The significance of the problem
5.2 Main problems
5.3 Solutions to the main problems
5.4 The innovation of this thesis
Chapter Ⅵ Conclusion
6.1 Summary of the major findings
6.2 Limitations and recommendations for future studies
References
Appendix Ⅰ 中國(guó)海洋大學(xué)關(guān)于實(shí)施雙語(yǔ)教學(xué)的有關(guān)規(guī)定
Appendix Ⅱ 雙語(yǔ)教學(xué)情況問(wèn)卷調(diào)查表
Appendix Ⅲ 采訪問(wèn)題（隨機(jī)抽選）
Appendix Ⅳ 雙語(yǔ)教學(xué)情況問(wèn)卷調(diào)查表統(tǒng)計(jì)結(jié)果
本文編號(hào)：3988357
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