浅析具有中国特色的双语教学开题报告

1、Domestic research status

Domestic monographs about bilingual education and bilingual teaching is not much, all the more systematic and comprehensive in east China normal university professor bin-hua wang "bilingual education and bilingual teaching", and there are more than strong psychological basis of bilingual education, bilingual research Yu Huibang, GaiXingZhi editor-in-chief and de-ren sheng bilingual education principle of exploring the mode of bilingual teaching, etc., these treatises mainly from the aspects of concept, model, the theory and practice to explore the bilingual teaching in China, Dai Qingxia etc. Think of the bilingual education of ethnic minorities in China introduction ", this paper discusses the minority bilingual teaching situation, only Zhang Qian in bilingual teaching theory. There are some chapters in "Bilingual Teaching in Colleges and universities".

From Chinese journal full-text database for one year the literature search, essay contains "bilingual teaching" there are records of the results to retrieve the title contains "colleges" there is a record of some of these documents from the aspects of theory and practice of bilingual teaching in university, some from the perspective of subject summarize bilingual teaching experience, some analysis of the necessity and feasibility of bilingual teaching, some of our country and abroad doing comparative research on bilingual teaching, some special of bilingual teaching is a problem, such as pattern, teachers, textbooks, etc.

2、Research status abroad

Foreign bilingual education started very early, both in theory and practice are relatively mature, especially in immigrant countries, this aspect of research has been carried out very early. For example, Canada, the United States, Singapore, India and Germany have a long history of bilingual education, and some countries even carry out "three-language" and "four-language" education, forming a unique system and practices suitable for their own national conditions, which have certain reference value for our bilingual education. Canada and the United States are the most representative.

2.1 Canadian model

Bilingual education in Canada has been greatly promoted by the nationalist movements and ethnic separatist tendencies in places such as Quebec in the 1980s.

As is known to all, Canada is a society in which English culture and French culture coexist. Most people use English, but only the French descendants in Quebec use French, so English has always been in a high position.

However, the French in Quebec were unwilling to give up their own national language, culture and life customs and subordinate to Canadians. This situation eventually led to the upsurge of the nationalist movement and the intensification of the trend of separation, and even the call for independence.

In 1997, the Canadian federal Government complied with the development of the situation, in order to alleviate the unstable factors of the society, passed the Official Language Act, declaring that English and French were both official languages, and bilingual talents had the priority to work in the federal government departments.

At this point, the implementation of bilingual education began to rise to Canada's social needs and basic national policy.

Bilingual teaching in Canada mainly has the following several modes

(1) Early immersion in bilingual education.

Starting in kindergarten, French is used exclusively, then a certain amount of English is introduced gradually from the third grade, to the sixth to eighth grade, French and English are taught, and French and English are taught from the ninth to tenth grades.

(2) Early part of immersion bilingual education.

French and English are taught from kindergarten through eighth grade, French and English from ninth to tenth grade, And French and English from eleventh and twelfth grades.

(3) Delay immersion bilingual education.

Second language courses are offered by "permeation Method I" from kindergarten to third grade, with English as the teaching medium, French as the teaching medium for fourth to sixth grade, English as the teaching medium, French and English as the seventh and eighth grade respectively.For grades 9 to 12, French is taught, and English is taught.

(4) Late immersion bilingual education.

Second language courses are offered in "permeation 1" for kindergarten through sixth grade, and all other courses are taught in English. Courses in seventh and eighth grades are taught in French, English, and French and English through ninth and twelfth grades.

The research shows that the Immersion bilingual education experiment in Canada has been successful and developed, which has greatly promoted the bilingual education in many countries in the world, and has been used for reference in many countries and regions successively.

Wales and Ireland, for example, have followed Canada's example of immersive bilingual education with similar success.

The Catalan population in Spain implements immersion bilingual education, and the academic level of students exceeds that of other students who do not participate in immersion bilingual education.

The key to the success of Immersion bilingual education in Canada is its unique demographic structure supported by national policies

And linguistic features to ensure that the quality of the teachers and the implementation of bilingual education of the school principal, administrative personnel usually by the french-speaking relevant personage, built the atmosphere of a bilingual education based on the theory of foreign language teaching, the Canadian immersion bilingual education emphasizes the language practice, but not too much emphasis on grammar rules, thus greatly improving the students' ability of using language immersion bilingual education in Canada is always led by theory related to scientific research work is almost at the same time started and synchronized, even in advance, before the implementation of bilingual education in Quebec, Montreal's famous neurosurgeon and from university

Psychologists have completed preliminary feasibility studies and immersion bilingual education in Canada has always been strongly supported by parents, so bilingual education in Canada has been a great success.

2.American model

The United States is a nation of immigrants.

In the development of the United States, bilingual education has always been regarded as an important way to help immigrant students transition and integrate into the mainstream language, culture and society of the United States.

In years that the United States congress passed bills on bilingual education, the situation is with the massive influx of immigrants, more and more different language and culture background of students, language problems limiting the immigrant students and minority students accept equal education opportunities, in order to bring numerous immigrants and ethnic minority unity under the flag of the United States, American school acted as a "melting pot", the role of carrying out bilingual education to the student, through cultural knowledge and English learning, make the students become real americans.

As Former U.S. President Franklin D. Roosevelt said, "Whoever comes here must conform to the American system. So he must master English.English is the mother tongue of Americans." The development of Bilingual education in the United States has a history of more than 400 years, which has undergone four stages: initiation, restriction, restoration and development.

At first, bilingual education was motivated by the religious needs of minority and immigrant students and the need to improve them as quickly as possible

English proficiency for the purpose.

Later in the century, due to the influx of immigrants and the effects of World War I, xenophobia in the United States was high, and the government made English the sole language of instruction in schools. As a result, bilingual education in this period almost disappeared.

After more than half a century of neglect, bilingualism is returning, for three reasons.A Soviet satellite launch is successful, has provoked the United States up and down on the quality of the education thought, especially the education of ethnic minority and immigrant students quality led the United States behind the other is the United States immigration again appear, forced migration, the United States to restore the American civil rights movement, broke out bilingual education have enacted, the Civil Rights Act resolutely cancel the policies of racial discrimination, from then on, the bilingual education was restored.

Years, the U.S. congress passed the revised the primary and secondary school education law, the following year and issued in the bilingual education act, designed to aid minority and immigrant students in bilingual education and to meet the special needs of students, especially the latter, can be considered as the milestone of bilingual education in the United States, from now on bilingual education in the United States took to the road of healthy development.

The Bilingual education in The United States mainly includes submerged bilingual education, transitional bilingual education and reserved bilingual education.

Inundated bilingual education puts students in an English teaching environment, which does not allow students to use their mother tongue, and does not allow teachers to use students' mother tongue, so that students can master English in a difficult environment.

It includes two special forms: one is "structured immersion bilingual education", which requires the teaching of all subjects in English, with the aim of mastering English through subject teaching.

The other is "bi-directional immersive bilingual education", in which immigrant and native students from different cultural backgrounds are programmed to study together, participate in activities, and acquire bilingualism.

There are also two variants of submerged bilingual education. One is "protected English bilingual education", which mainly adopts vocabulary, teaching materials and teaching methods that are easy to be accepted by students according to their actual situation.

The other is "single-class bilingual education", in which students with poor English are grouped together and given remedial courses to help them master The language as quickly as possible.The specific practice of transitional bilingual education is to use students' mother tongue more in the primary school teaching, and then gradually to use All the English teaching, and finally into the mainstream classes.

B. ^范文提纲

1 Introduction

1.1 Research Background

1.2 Research Status

1.3 Research Object

2 Some basic problems of bilingual teaching

2.1 The definition of bilingual teaching

2.2 Types of bilingual teaching

2.3 Bilingual teaching model

2.4 The theoretical basis of bilingual teaching

3 An Analysis of the current situation of bilingual teaching in Chinese universities

3.1 The situation of bilingual teaching in Chinese universities

3.2 Problems in bilingual teaching in Chinese colleges and universities

4 The development strategy of bilingual teaching in Universities in China

4.1 Correctly handle the relationship between two pairs in bilingual teaching

4.2 We will strengthen the teaching staff

4.3 Give play to the initiative of students and improve the teaching effect

5 Conclusion

C. 参考文献

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