The Study On The Bilingual Teaching Evaluating System In Universities

With the deep development of economic reform and entering into WTO, China has been opening to the world and there is an urgent demand for more and more interdisciplinary talents who have professional knowledge as well as strong foreign language ability to deal with the international economic, scientific and technological cooperation. However, the current college English teaching is time-consuming but poor-efficiency, and does not take its responsibility. The education in colleges and universities also encounters competitions from all over the world. In this situation, the Ministry of Education (MOE) advocates"developing bilingual teaching". Since 2001, the number of bilingual courses in colleges and universities swiftly has increased.The current studies concerned with bilingual teaching have been involved in teaching models, the problems in teaching process and how to cultivate bilingual teachers, but fewer studies are related to the evaluation of bilingual teaching. Course evaluation is integral and indispensable for bilingual teaching in colleges and universities. At present there has not yet been a typical bilingual teaching evaluation model in the Chinese context, and the construction of evaluation system is not coordinate with the development of bilingual teaching, which has been a bottleneck of bilingual teaching and has a negative effect on the development of bilingual teaching. Since aims of bilingual teaching are the same in universities and colleges in China, it is necessary to build up bilingual teaching evaluation standards in order to guarantee the higher quality of bilingual teaching.Based on the foreign and domestic study related to bilingual teaching evaluation, this study aims to construct a suitable bilingual teaching evaluation system in universities. At first, this paper critically analyses the key journal articles related to bilingual teaching in universities which are selected from China National Knowledge Index and Wanfang, then summarizes distinctive factors that impact on bilingual teaching. And with references to evaluation programs of different kinds of universities and theories of course evaluation, the present study puts forward indexes of bilingual teaching evaluation system and explains each index in detail. Finally, this study calculates the numerical value of each index based on the Analytic Hierarchy Process. Some results were obtained as follows:1. The main factors of bilingual teaching in universities are teachers, students, teaching contents, teaching methods and approaches, teaching conditions and supported policies.2. This study constructs the system of bilingual teaching evaluation in universities based on text analysis and finds that: (1) the bilingual teaching evaluation in universities should focus on Characteristics of teachers, Characteristics of students, Teaching contents, Teaching methods and approaches, Teaching conditions, Teaching effects and Supported policies. (2)Due to the particularity of bilingual teaching in universities in China, Characteristics of teachers are subdivided into Academic skills, Teaching skills, English proficiency and Teaching attitudes; (3) Characteristics of students are subdivided into Academic knowledge, English proficiency and Learning attitudes; (4) Teaching contents are reclassified into Teaching aims, Teaching ideas and Teaching contents; (5) Teaching methods and approaches are reclassified into The use of CAI and Teaching methods; (6) Teaching conditions are reclassified into Teaching materials and Teaching equipments; (7)Teaching effects are reclassified into Language aims, Subject aims, Cognitive aims and The other aims;(8) Supported policies are subdivided to Teaching funds and Teaching incentive measures.There are theoretical and practical values in the present research. On the one hand, this study enriches the theory of bilingual teaching evaluation in universities. The study presents the evaluation system of bilingual teaching, which is useful and valuable for people who are interested in bilingual teaching and course evaluation. On the other hand, this study also provides some useful information for practitioners. These indexes of evaluation presented in the study are useful and valuable for the practice of bilingual teaching evaluation.