Comparative Study Of Immersion Education

With the progress of science and technology and the rapid development of knowledge-based economy, international exchanges increase quickly; China integrates into the world economy in the process after entering into the "WTO", China's international contacts and exchanges have become more frequent. Therefore, English becomes increasingly important as an international language; at the current situation we need the inter-disciplinary talents who are not only just good at English, but also skillful in their specialized field. Under these circumstances, some areas and cities of China are implementing immersion education in which Chinese and English are the main instructional language, this experiment adapts to international and domestic trends, and it has also becomes the requirement of social development.Bilingual education experiment has made great achievement after carrying out in China. But not all of the schools can implement bilingual education smoothly and effectively because it restricts by certain conditions. In consideration of our country's Chinese-English bilingual education is still at the preliminary stage, one of the efficient shortcuts is that we can borrow ideas from other countries experience. Some countries'immersion education has lots of similarity with our country's current bilingual education experiment, so other countries'immersion education experiments can guide China's practice of bilingual education from different angles.The dissertation introduces Canada French-immersion education at first, the author begins with the background of Canada bilingual education, then gives full description of St.Lambert experiment from the aspects of the origin of the experiment, students selection, the selection of teachers, curriculum and effective result, after that the author discusses the spread of immersion education in Canada and the results of the immersion students'evaluation. Secondly, the dissertation goes on to discuss Germany's CLIT bilingual education model, the author explains CILT model from the aspects of the current development of bilingual education in Germany, the purpose of bilingual education, bilingual curriculum arrangement, the selection of students, teaching methods, choice of materials and teachers training. Japan is chosen for this case as one of examples in Asia, Japan is putting the immersion education into practice where they bring in Canada experience, the author first gives macro description about the situation of Japan's Immersion education, and then the author focuses on a typical immersion education case of Katoh Gakuen school, the author makes full description of this school's immersion experience from the school's educational policy and model , the selection of students, the curriculum, the teachers, teaching methods and the student evaluation.In the second part, combining with China's current bilingual education practice, the author compares four countries bilingual education after giving overview of bilingual education implementation of Canada, Germany and Japan, the author compares these four countries bilingual education from the aspects of the type of bilingual education, the attribute of bilingual education, the purpose of bilingual education, bilingual teachers, teaching methods, bilingual curriculum and the bilingual policy. We can understand China's current bilingual education better by comparing all the similarities and differences in the implementation of bilingual education of these countries.In the third part, the author makes simple descriptions of the development of bilingual education in China, and then points out the implications for China's practice of the current bilingual education by other countries experience. Considering the facts of our country's bilingual education, the author gives discussion from the aspects of the diversification of foreign language education, teaching methods, bilingual teachers, bilingual courses, bilingual studies, bilingual evaluation and the national policy.