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浅谈在CBI理念下完善中国双语教学模式

作　者: 项超婕
导　师: 赵美娟
学　校: 上海外国语大学
专　业: 英语语言文学
关键词: 内容教学法完善双语教学模式妥协平衡原则决定性因素补充性因素
分类号: H319
类　型: 硕士论文
年　份: 2010年
下　载: 482次
引　用: 3次
阅　读: 论文下载

内容摘要

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。

全文目录

ACKNOELEDGEMENTS  4-5
ABSTRACT  5-6
中文摘要  6-7
CONTENTS  7-10
LIST OF ACRONYMS  10-11
CHAPTER Ⅰ INTRODUCTION  11-15
  1.1 Background of the study  11-13
  1.2 The Research Questions and the Significance of the Research  13
  1.3 The Overall Structure of the Study  13-15
CHAPTER Ⅱ LITERATURE REVIEW  15-20
  2.1 An Overview of CBI concepts  15-17
    2.1.1 The Definitions of CBI  15-16
    2.1.2 The Rationale for CBI  16-17
      2.1.2.1 Krashen’s Comprehensible Input Hypothesis  16-17
      2.1.2.2 Cummins’CALP Theories  17
  2.2 The Relative Theories of Bilingual Education  17-20
    2.2.1 The Definition of Bilingual Education  17-18
    2.2.2 Previous Research on Bilingual Education Models in China  18-20
CHAPTERⅢ THEORETICAL BASIS  20-37
  3.1 Met’s Continuum of the Main CBI Models and COLDR  20-22
  3.2 The Teaching Elements in CBI Models and COLDR  22-23
  3.3 The Decisive Role of Students’Needs in MET’s Continuum  23-25
  3.4 The Immersion Model  25-27
    3.4.1 An Introduction of Immersion Model  25
    3.4.2 The Cooperation of the Teaching Elements in Immersion Model  25-27
  3.5 The Sheltered Model  27-29
    3.5.1 An Introduction of the Sheltered Model  27-28
    3.5.2 The Cooperation of the Teaching Elements in Sheltered Model  28-29
  3.6 The Adjunct Model  29-31
    3.6.1 An Introduction of the Adjunct Model  29
    3.6.2 The Cooperation of the Teaching Elements in Adjunct Model  29-31
  3.7 The Theme-Based Model  31-33
    3.7.1 An Introduction of the Theme-Based Model  31
    3.7.2 The Cooperation of the Teaching Elements in Theme-Based Model  31-33
  3.8 The Language Class with Frequent Use of Content for Practice  33-34
    3.8.1 An Introduction of the Language Class with Frequent Use of Content for Practice  33
    3.8.2 The Cooperation of the Teaching Elements in the Language Class with Frequent Use of Content for Practice  33-34
  3.9 The Balance Principle Drawn from Met’s CBI Models  34-37
CHAPTER Ⅳ THEORETICAL FRAMEWORK FOR BILINGUAL EDUCATION MODELS IN CHINA  37-42
  4.1 Characteristics of Chinese Bilingual Education Context  37-38
    4.1.1 The Different Status of English  37-38
    4.1.2 The Different Aim of Bilingual Education  38
  4.2 CBP and Improving Bilingual Education Models in China  38-42
CHAPTER V RESEARCH METHODOLOGY  42-49
  5.1 Research Subjects  42
  5.2 Sampling Procedures  42-43
  5.3 Research Methods  43-47
    5.3.1 Interview  43
    5.3.2 Questionnaire  43-47
      5.3.2.1 Description of the Structure of the Questionnaire  44-46
      5.3.2.2 Description of the Content of the Questionnaire  46-47
  5.4 Method of Data-collection and Data-Analysis  47-49
CHAPTER Ⅵ DATA COLLECTION AND ANALYSIS  49-64
  6.1 Qualitative analysis  49-50
  6.2 Quantitative Analysis  50-64
    6.2.1 General Evaluation of the Effectiveness of the Three Bilingual Courses  50-54
    6.2.2 Self-analysis on Subjects’Needs for Bilingual Courses  54-56
    6.2.3 Self-evaluation on Subjects’Own Language Proficiency  56-57
    6.2.4 Evaluation on Teachers’ Language Proficiency and Subject Competence  57-59
    6.2.5 Evaluation on the Suitability of the Textbook  59-61
    6.2.6 Evaluation on the Effectiveness of the Classroom Instruction  61-63
    6.2.7 Evaluation on the Effectiveness of the Assessing Way  63-64
CHAPTER Ⅶ RESULTS and DISCUSSION  64-71
  7.1 Major Findings in EEA and Application of the CBP to It  64-66
    7.1.1 Major Findings in EEA  64-66
    7.1.2. Application of the CBP to EEA  66
  7.2 Major Findings in FTFS and Suggestions on How to Improve  66-68
    7.2.1 Major Findings in FTFS  66-68
    7.2.2 Application of the CBP for FTFS  68
  7.3 Major Findings in FEC and Suggestions on How to Improve  68-71
    7.3.1 Major Findings in FEC  68-70
    7.3.2 Application of the CBP to FEC  70-71
CHAPTER VIII CONCLUSION  71-72
BIBLIOGRAPHY  72-76
APPENDIXES  76-78

浅谈在CBI理念下完善中国双语教学模式

内容摘要

全文目录

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