摘要
随着中国在各个领域诸如经济,信息,科技等等与世界各国的交流融合,双语教育在中国开始了它的新篇章。双语教育的概念起源于西方社会,其目的在于同化国内少数民族(原有及移民)的语言和文化比如美国,但也有不同如加拿大,双语教育带来了两大语言族群的和睦共处。许多国家和地区根据各自的实际情况有条件的选择双语教育模式,中国是其中的一个。双语教育在中国的作用在于加速各个领域追赶发达国家。
尽管从改革开放到现在中国的双语教育经历了二十年,但无论是理论和实践的研究积累仍不足于形成一个普适模式和规律来指导所有的教育机构。作为一名英语教师,作者很希望能作出贡献来帮助我们的基础教育体系培养出更多的复合型人才。本文是以上海师范大学附属外国语中学作为个案展开的双语教学研究来探索中国的双语教学之路。
本文共有5个章节。第一章涵盖了世界双语教学的历史以及其在中国的发展历程,该章同时阐述了本文的目的,目标及所用方法。第二章简述了双语教学的概念和常有模式以及中国双语教学的属性。第三章主要介绍了上海师范大学附属外国语中学第一次双语教学的尝试,结果和现状,以及通过问卷调查和面谈得出的初步结论。第四章深入分析介绍了适合中国现状的综合模式和确保双语教学成功的7个关键成功因素(教师,学生,政府,教学方式,教材,学校,环境)。第五章延伸对双语教学的成功期盼到对其走向精英教育的忧虑。
双语教育在中国仍处于试验探索阶段并无完整的理论体系,尽管我们取得了一些进展但同时经历了许多挫折。双语教育可以被看作中国教育体系的另一次长征。希望所有参与人士能发挥各自的作用来使这个进程更稳更快。
Bilingual education starts its new era in China with its process of interacting with the rest of the world in economy, information, technology, etc. The concept of bilingual education arose from the western world because of their internal purposes such as the identification of the minorities (native, immigrants) in the USA, harmony between two big nationalities (English speaking and French speaking) in Canada. Many other countries and regions conditionally choose the bilingual education models with their own real situation, China is one of them and the purpose of the bilingual education in China is to expedite the speed to catch up the developed countries in many areas.
Although with almost 20 years’experience of bilingual education in China after opening policy, the theory and practical accumulation is not enough to establish a general model and rules to guide all education institutions. As an English teacher, the author has strong interest in contributing her knowledge into the development of the basic education system which can bring out more compound talents in both subjects and language. So the author wrote this paper based on her school’s experience as a trial to explore the roadmap of successful implementation of bilingual teaching in her school-- Foreign Language High school Affiliated to Shanghai Normal University.
This paper has five chapters. Chapter One covers the history of bilingual education world wide and also its development history in China as well as the purpose, objective, methodology of this paper Chapter two briefly covers the definition of bilingual education, main models of bilingual education, the attributes of China’s bilingual education according to its own condition and situation. Chapter Three mainly focuses on the first trial in the school in bilingual teaching, current status, as well as the primary conclusion from the interviews and questionnaire survey. Chapter Four introduces the simple project for the second trial in the school proposed on the basis of further analysis as well as the author’s personal views on the suitable model for China’s bilingual teaching. The author also discloses 7 critical success factors (Teacher, Students, Government, Teaching mode, Teaching material, School, Environment) of a balance map for bilingual teaching and what a middle school like us should do to ensure the success of bilingual teaching. In Chapter Five, in addition to the expectation of successful bilingual education in the school and China, the author raises her personal concern about the risk of its direction to elite education which is another hot topic in the world wide.
The author is not sure if the second round trial in the school will be a full success but it is hoped that this paper can increase the possibility of it. In China, the bilingual teaching is still in an experimental period and it does not have a complete theory system of the bilingual teaching, we did achieve some progress but also experienced many frustrations. It can be regarded as another long march for China’s education system. The author hopes everybody being involved in this movement can exert their own efforts to make it move fast and steadily.
引文
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