浅谈在CBI理念下完善中国双语教学模式

—— 一项基于上海工程技术大学双语教学模式的调查研究
On Improving Bilingual Education Models in Chinese Universities under CBI Concept

作者: 专业:英语语言文学 导师:赵美娟 年度:2010  院校: 上海外国语大学

Keywords

CBI, improving bilingual education models, CBP, decisive elements, complementary elements
        本文试图研究在CBI理念下如何完善中国双语教学模式这一长期以来关于双语教学可行性争论中颇受争议的论题。本文在仔细地研究了Met的五大内容教学法模式成功原因后,发现在学生需求、师资力量、学生英语水平、教材、课堂教学以及教学评估等所有的教学因素中,学生需求是起决定作用的。而剩下的五大因素都是补充因素,它们围绕学生需求,根据内容或者语言主导的原则而变动。基于这一发现,本文提出了选择双语教学模式的时候应当遵循平衡原则,即所有教学因素达到一种平衡的状态才能确保双语教学模式成功实施。本文比较了中国和其他英语为母语国家语言环境,指出在中国不仅是学生需求,同时师资力量,学生语言水平也都是决定因素。这三大决定性因素首先需要在内部相互妥协,达成一致才能继续和补充性因素合作。于是,本文进而提出了与平衡原则略有不同的妥协平衡原则。该原则可用于检测现行双语教学模式中各教学因素间是否达到了平衡,并可作为检测后如何提高该双语教学模式的依据。本文尝试着将妥协平衡原则运用于检测上海工程大学的三门双语课程。这三门课程分别代表了中国目前最典型的三种双语教学模式。通过分析问卷、访谈等方式收集到的数据,本文对此三种模式进行了评价并且根据妥协平衡原则就如何提高这些模式分别给出了建议。
    This thesis is a tentative study on how to improve the bilingual education models in Chinese context under CBI concept, which has been the controversial issue in the debate on the feasibility of bilingual education for a long time. It examines the reasons of success behind the five main CBI models in Met’s continuum and finds that students’needs is the decisive element among all the teaching elements including students’needs, teacher resource, students’language proficiency, teaching materials, classroom instruction and assessing. All the rest five elements are complementary elements which should cooperate with the change of students’needs according to COLDR. Based on this discovery, it draws the Balance Principle (BP) from the five CBI models. The choice of a proper bilingual education model should follow the BP, which insists on keeping a balance among all the teaching elements to guarantee a successful implementation of a bilingual education model.It then compares the differences in language contexts between China and English-speaking countries and points out that not only students’needs but also teacher resource and students’language proficiency are the decisive elements in China. The decisive elements need to compromise with each other inside first and then cooperate with the complementary elements. So it proposes a theory called Compromise-Balance Principle which is slightly different from the Balance Principle. It can be used to check the balance among all the teaching elements in some existing bilingual models and make suggestions on how to improve them.This thesis also applies the Compromise-Balance Principle to check three bilingual courses in SUES which represent three typical bilingual models in China. It analyzes the statistics gathered from questionnaire and interview, evaluates each model and makes suggestions on how to improve each one respectively according to the Compromise-Balance Principle.
        

浅谈在CBI理念下完善中国双语教学模式

ACKNOELEDGEMENTS4-5
ABSTRACT5
中文摘要6-7
CONTENTS7-10
LIST OF ACRONYMS10-11
CHAPTER Ⅰ INTRODUCTION11-15
    1.1 Background of the study11-13
    1.2 The Research Questions and the Significance of the Research13
    1.3 The Overall Structure of the Study13-15
CHAPTER Ⅱ LITERATURE REVIEW15-20
    2.1 An Overview of CBI concepts15-17
        2.1.1 The Definitions of CBI15-16
        2.1.2 The Rationale for CBI16-17
            2.1.2.1 Krashen’s Comprehensible Input Hypothesis16-17
            2.1.2.2 Cummins’CALP Theories17
    2.2 The Relative Theories of Bilingual Education17-20
        2.2.1 The Definition of Bilingual Education17-18
        2.2.2 Previous Research on Bilingual Education Models in China18-20
CHAPTERⅢ THEORETICAL BASIS20-37
    3.1 Met’s Continuum of the Main CBI Models and COLDR20-22
    3.2 The Teaching Elements in CBI Models and COLDR22-23
    3.3 The Decisive Role of Students’Needs in MET’s Continuum23-25
    3.4 The Immersion Model25-27
        3.4.1 An Introduction of Immersion Model25
        3.4.2 The Cooperation of the Teaching Elements in Immersion Model25-27
    3.5 The Sheltered Model27-29
        3.5.1 An Introduction of the Sheltered Model27-28
        3.5.2 The Cooperation of the Teaching Elements in Sheltered Model28-29
    3.6 The Adjunct Model29-31
        3.6.1 An Introduction of the Adjunct Model29
        3.6.2 The Cooperation of the Teaching Elements in Adjunct Model29-31
    3.7 The Theme-Based Model31-33
        3.7.1 An Introduction of the Theme-Based Model31
        3.7.2 The Cooperation of the Teaching Elements in Theme-Based Model31-33
    3.8 The Language Class with Frequent Use of Content for Practice33-34
        3.8.1 An Introduction of the Language Class with Frequent Use of Content for Practice33
        3.8.2 The Cooperation of the Teaching Elements in the Language Class with Frequent Use of Content for Practice33-34
    3.9 The Balance Principle Drawn from Met’s CBI Models34-37
CHAPTER Ⅳ THEORETICAL FRAMEWORK FOR BILINGUAL EDUCATION MODELS IN CHINA37-42
    4.1 Characteristics of Chinese Bilingual Education Context37-38
        4.1.1 The Different Status of English37-38
        4.1.2 The Different Aim of Bilingual Education38
    4.2 CBP and Improving Bilingual Education Models in China38-42
CHAPTER V RESEARCH METHODOLOGY42-49
    5.1 Research Subjects42
    5.2 Sampling Procedures42-43
    5.3 Research Methods43-47
        5.3.1 Interview43
        5.3.2 Questionnaire43-47
            5.3.2.1 Description of the Structure of the Questionnaire44-46
            5.3.2.2 Description of the Content of the Questionnaire46-47
    5.4 Method of Data-collection and Data-Analysis47-49
CHAPTER Ⅵ DATA COLLECTION AND ANALYSIS49-64
    6.1 Qualitative analysis49-50
    6.2 Quantitative Analysis50-64
        6.2.1 General Evaluation of the Effectiveness of the Three Bilingual Courses50-54
        6.2.2 Self-analysis on Subjects’Needs for Bilingual Courses54-56
        6.2.3 Self-evaluation on Subjects’Own Language Proficiency56-57
        6.2.4 Evaluation on Teachers’ Language Proficiency and Subject Competence57-59
        6.2.5 Evaluation on the Suitability of the Textbook59-61
        6.2.6 Evaluation on the Effectiveness of the Classroom Instruction61-63
        6.2.7 Evaluation on the Effectiveness of the Assessing Way63-64
CHAPTER Ⅶ RESULTS and DISCUSSION64-71
    7.1 Major Findings in EEA and Application of the CBP to It64-66
        7.1.1 Major Findings in EEA64-66
        7.1.2. Application of the CBP to EEA66
    7.2 Major Findings in FTFS and Suggestions on How to Improve66-68
        7.2.1 Major Findings in FTFS66-68
        7.2.2 Application of the CBP for FTFS68
    7.3 Major Findings in FEC and Suggestions on How to Improve68-71
        7.3.1 Major Findings in FEC68-70
        7.3.2 Application of the CBP to FEC70-71
CHAPTER VIII CONCLUSION71-72
BIBLIOGRAPHY72-76
APPENDIXES76-78
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