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A Study On Status Quo Of Scientific Bilingual Instruction And Related Theretical Issues

Posted on:2007-06-18Degree:DoctorType:Dissertation
Country:ChinaCandidate:Q LongFull Text:PDF
GTID:1117360245475903Subject:Chemistry curriculum and teaching theory
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This research tries some innovations in terms of inadequacy of current researches on bilingual instruction in China. From the perspective of its approaches, this research is guided by qualitative research methodology paradigm, attaching importance to positivism, emphasizing the fundamental functions of perceptual experiences on which rational knowledge is based. In research width, this paper summarizes the representative practices and theories abroad from which successful experiences are extracted benefiting our bilingual instruction. In research depth, the author observed some bilingual classes and teachers' on-the-job research activities in shanghai, and attended academic conferences on bilingual instruction, interviewed related people and conducted some questionnaires as well. With these means, primary research materials are accumulated. Using the logical approaches of induction-deduction, comparison-classification as well as literatures, this paper reveals status quo of scientific bilingual instruction in our country, and reflects the practices of bilingual instruction of high school integrated science and university inorganic chemistry. Based on these facts, this paper inquires three issues: definition of bilingual instruction; basic pedagogical issues on bilingual instruction; feasibility study on delivering bilingual instruction in China.In our country, scientific bilingual instruction means that in the course of conducting the school activities, the learners and their facilitators use two languages as teaching means on thought level to impart, imitate, and assimilate the subject matter on the aspects of knowledge and skills, process and skills, affection, attitudes and values, adhering to curriculum standards.Basic pedagogical issues on scientific bilingual instruction involve teaching principles, teaching objectives, teaching contents, ratio of language used, teaching methods, teaching process, evaluation, ect. Scientific bilingual instruction has three principles at least: subject-based principle, student-centered principle, language as a tool principle. Teaching objectives are dual ones consisting of subject first and language second. Content-based teaching stresses subject matter mainly while language enriches the contents. Ratio of language depends on the difficulty of teaching contents and students' abilities. Teaching methods are characterized by subject teaching methods and penetrated by language teaching methods. Teaching process has obvious subject features as well as language teaching features. Evaluation sets up more objectives on subject than on language.From the perspective of theories, practice, policies and history, this paper proposes that in the areas with mature macroscopic and microscopic conditions, scientific bilingual instruction is feasible. Shanghai is a successful example.
Keywords/Search Tags:Scientific instruction, Bilingual instruction, Qualitative research methodology paradigm
PDF Full Text Request
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