【摘要】 在經(jīng)濟(jì)全球化的現(xiàn)實(shí)需求引領(lǐng)下以及國(guó)家教育部相關(guān)政策的推動(dòng)下，全國(guó)很多高校開(kāi)設(shè)了多種多樣的雙語(yǔ)課程。特別是在我國(guó)發(fā)達(dá)地區(qū)的各重點(diǎn)高校，開(kāi)設(shè)雙語(yǔ)課程，開(kāi)展雙語(yǔ)教學(xué)活動(dòng)成為推動(dòng)我國(guó)高等教育與國(guó)際高等教育接軌的重要舉措。與發(fā)達(dá)地區(qū)的雙語(yǔ)教育實(shí)踐比較來(lái)看，我國(guó)西部地區(qū)的雙語(yǔ)教學(xué)效果并不太令人滿意。部分高校照搬發(fā)達(dá)地區(qū)重點(diǎn)大學(xué)的雙語(yǔ)教學(xué)模式，使雙語(yǔ)教師在實(shí)踐過(guò)程中遇到很多困難，雙語(yǔ)教學(xué)開(kāi)展失敗的例子也時(shí)有發(fā)生。于是，人們不禁要問(wèn)到底哪種雙語(yǔ)教學(xué)模式才是適合中國(guó)西部高校的雙語(yǔ)教學(xué)模式？我們又要從哪個(gè)視角來(lái)衡量該雙語(yǔ)教學(xué)模式是否適合中國(guó)西部高校雙語(yǔ)教學(xué)的開(kāi)展？根據(jù)Bronfenbrenner (1979)的生態(tài)系統(tǒng)模型，雙語(yǔ)教學(xué)可以看成是由宏觀、外觀、中觀、微觀四個(gè)層面組成的生態(tài)系統(tǒng)，而雙語(yǔ)課堂教學(xué)則是這個(gè)生態(tài)圈中的微觀生態(tài)系統(tǒng)。在這個(gè)由多因子(老師、學(xué)生、教學(xué)資源等)組成的微觀生態(tài)系統(tǒng)中，探索實(shí)現(xiàn)雙語(yǔ)教學(xué)生態(tài)平衡的雙語(yǔ)教學(xué)模式，受到越來(lái)越多的學(xué)者關(guān)注。本文從教育生態(tài)學(xué)視角，用生態(tài)學(xué)的整體觀、系統(tǒng)觀、平衡觀等原則，考察適合中國(guó)西部學(xué)生的雙語(yǔ)教學(xué)模式。本研究以《國(guó)際關(guān)系》課程為例，在四川外國(guó)語(yǔ)大學(xué)國(guó)際關(guān)系學(xué)院開(kāi)展對(duì)過(guò)渡型雙語(yǔ)教學(xué)模式的調(diào)查，旨在從教師、學(xué)生、教材三個(gè)方面入手，研究過(guò)渡型雙語(yǔ)教學(xué)模式在中國(guó)西部雙語(yǔ)教學(xué)課堂中的應(yīng)用效果。在研究過(guò)程中，筆者主要采用了問(wèn)卷調(diào)查法、訪談法以及課堂觀察法這三種調(diào)查方法。通過(guò)對(duì)調(diào)查結(jié)果的分析，發(fā)現(xiàn)在目前我國(guó)西部的高校雙語(yǔ)教學(xué)中，過(guò)渡型雙語(yǔ)教學(xué)模式基本符合教師、學(xué)生以及教材的要求，保持了雙語(yǔ)教學(xué)的生態(tài)平衡。通過(guò)研究過(guò)渡型雙語(yǔ)教學(xué)模式對(duì)中國(guó)西部雙語(yǔ)教學(xué)生態(tài)環(huán)境的適切性，旨在為我國(guó)西部高校的雙語(yǔ)教學(xué)指明方向。本文還分析了目前我國(guó)西部高校雙語(yǔ)教學(xué)中存在的問(wèn)題，并針對(duì)這些問(wèn)題提出了合理的建議，對(duì)今后西部高校的雙語(yǔ)教學(xué)具有一定的指導(dǎo)意義。
 
【關(guān)鍵詞】 雙語(yǔ)教學(xué)； 生態(tài)平衡； 過(guò)渡型雙語(yǔ)教學(xué)模式； 生態(tài)系統(tǒng)模型；

Chapter One Introduction

1.1 Research Background

Bilingual education has a long history in many nations and regions, such asCanada, the United States, Germany, Hong Kong and Macau. Bilingual educationincludes all activities of school education, like teaching in classroom, school activities,school environment, contacts between the teacher and students and so on. It is aconcept including a wide range of social, economic, cultural and political factors andthe term bilingual education is just a simple label for a complex phenomenon (Cazden& Snow, 1990). Bilingual instruction is a term originating from bilingual education,referring to a basic means for implementing bilingual education (Huang Chongling,2008, pp. 137-139). Bilingual instruction in China is an exclusive name for the newteaching pattern which refers to teaching content subjects, i.e., mathematics or physics,through the medium of English and Chinese.

Since the policy titled strengthening undergraduate teaching to improve teachingquality in colleges and universities issued by Ministry of Education in China inOctober 2001, many universities began to promote the bilingual courses amongvarious academic disciplines (Gui Shichun, 2004, pp. 47-51). Especially in the field ofinformation technology, biological technology, finance and law, and academicdisciplines which have relatively fixed representations, semantic and terminologies,bilingual courses such as mathematics, physics, chemistry, biology and computerscience, have been greatly developed (Hu Zhuanglin, 2004, pp. 4-8). In places likeGuangzhou, Changchun and Hangzhou, national bilingual teaching seminars wereheld annually during the last 4 years (Zheng Dahu & Dai Weihua, 2013, pp. 54-61).Researches on bilingual instruction have gained high visibility in certain developed region of China.

Compared with the rapid development in these developed areas, the situation ofbilingual courses in the undeveloped western region of China is lagged behind (2008, pp. 132-135). Liu points out that in the underdeveloped region, bilingualcourses are carried out comparatively late, qualified teachers are not enough and anumber of students have a weak sense of language. Bilingual instruction in the west isin trouble and even in a stagnant situation (Fan Hailong & Shan Yanyan, 2012, pp.156-157). Bilingual teachers encounter many difficulties in practice, and feeldepressed towards the future of bilingual instruction in the west. According to asurvey conducted by the author, most bilingual teachers in western universities feltconfused towards the choice of bilingual instruction modes.

1.2 Significance of the Study

This thesis is of both theoretical and practical significance.

Firstly, the present study views from the perspective of ecological education toexamine the bilingual instruction mode. Previous studies have been done from variousperspectives, taking factors of external environment, the curriculum design and thelinkage to other subjects into consideration. In fact, the choice of a bilingualinstruction mode does not depend on any individual element only, but involvesenvironmental transactions. This enables the present study to see from the perspectiveof Bronfenbrenner’s ecosystem model (1979), which has an appropriate theoreticalbasis for the analysis. Utilizing the nested ecosystem model to analyze bilingualinstruction in the western region of China, the bilingual classroom can be regarded asa microsystem. Factors that involved in the microsystem do not exist isolatedanymore but being integrated into a biological system. This is of great the oretical significance.

Chapter Two Literature Review

This chapter serves as a review of previous studies on bilingual instruction modes.The literature review of the thesis is divided into four parts. The first part is a generalintroduction about bilingual education and bilingual instruction, including the history,definition and practices in foreign countries and in China. The second part presentsdifferent modes of bilingual instruction home and abroad and analyzes existingapplications of bilingual instruction modes in different areas of China. Then in thethird part, educational ecology and Bronfenbrenner’s ecosystem model (1979) isintroduced. The last part makes comments on the limitations of previous studies andfinally draws a summary of the whole.

2.1 A Clarification of Different Concepts

2.1.1 Bilingual Education

To have a better understanding of the meaning and characteristics of bilingualinstruction, it is necessary to clarify what the term bilingual education refers to.

From a historical perspective, bilingual phenomenon occurs because of theexistence of different languages and the practical communication needs of themulti-ethnic society (Cummins, 2006, pp. 64-67). It is a result of the history andreality. After the 1950s, studies on bilingual education began to rise in the academicfield, including the establishment of many national and transnational researchinstitutions and the publication of a large number of related articles and books(Yamashita, 2008, pp. 661-672). One of the most famous institutions is theInternational Bureau of Education (IBE), and there are many world famous scholarsin this institution like Professor W. F. Mackey from Canada and Professor MigualSiguan from Spain. Their publication of the book Education and Bilingualism markedthe birth of bilingual education as a separate academic field and established a basicframework for researches of this field.

Bilingual education is a comprehensive, cross-cultural and interdisciplinary study(Cummins, 2010, pp. 77-79). Bilingual education has a long history in many countriesand regions, such as Canada, theUnited States, Singapore, Malaysia, Luxembourg,South Africa, Finland, India, Switzerland, Germany, Hong Kong and Macau. Incountries like Switzerland, Singapore, Luxembourg and regions like Macao,tri-lingual and four-language education is also on the way.

Colin Baker (2002), one of the most well-known scholars in the field of bilingualeducation, indicates that the meaning for the term bilingual education is ambiguous.On one hand it means the education of those who are already speakers of twolanguages, on the other hand it refers to the education of those who are learningadditional languages.

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