生态系统模型基础上中国西部过渡型双语教学模式概述.docVIP

　　生态系统模型基础上中国西部过渡型双语教学模式概述----双语教学论文 --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 betic, cultural and political factors andthe term bilingual education is just a simple label for a plex phenomenon (Cazden Sno 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 neathematics 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 laicdisciplines antic and terminologies,bilingual courses such as mathematics, physics, chemistry, biology and puterscience, have been greatly developed (Hu Zhuanglin, 2004, pp. 4-8). In places likeGuangzhou, Changchun and Hangzhou, national bilingual teaching seminars p; Dai any difficulties in practice, and feeldepressed toost bilingual teachers in odes. 1.2 Significance of the Study This thesis is of both theoretical and practical significance. Firstly, the present study vie 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 t