A Case Studv Of Bilingual Teaching In Colleges

Bilingual teaching has been widely implemented in China. Especially after its accession to WTO, some bilingual programs have achieved great success. Bilingual teaching conforms to the requirements of the times, which is also a new way to improve the effectiveness of foreign language teaching. Through bilingual teaching, students can gradually acquire English literacy, so as to maintain synchronization with the international advanced ideas and theories in the subject area. Domestic bilingual teaching in colleges and universities takes the opportunity of subject knowledge, with the bilingual teaching methods, to track the latest knowledge and dynamic state of the discipline, which is regarded as a process and target at improving students’ ability of autonomous learning and problem solving. More and more people have recognized the importance of bilingual teaching in education.Of course, bilingual teaching is not an overnight thing. There are inevitably many problems in the actual process of bilingual teaching. Because there are still a lot of misunderstandings about the bilingual teaching, so the effect of bilingual teaching is unsatisfactory. It is more urgent and critical than ever to focus on the problems of bilingual teaching in colleges and universities, and explore the solution of the problems. This article is based on the above situations, combined with the theories of bilingual teaching to do the case study. Through the investigations and analysis of the Teaching Quality Evaluation for YU Bilingual Classroom Teaching Form (Teacher), the paper aims to solve some problems of bilingual teaching in colleges and universities.In this paper, the bilingual courses of two semesters in 2013 are analyzed. There are a total of 10 courses in the first semester, and 16 in the second semester. The courses of the two semester consist of six English professional experts to evaluate after they listen to the bilingual courses. The six experts are responsible for some courses. After they listen to the course, they will evaluate the course on the Teaching Quality Evaluation for YU Bilingual Classroom Teaching (Teacher). Teaching Quality Evaluation for YU Bilingual Classroom Teaching (Teacher) includes scoring columns and advice columns. The 6 English professional experts give corresponding scores in the scoring columns and put forward the problems of the course and give recommendations in the advice columns based on the bilingual teachers’ performance in the classroom. The author collects all of the Teaching Quality Evaluation for YU Bilingual Classroom Teaching Forms (Teacher) to have a quantitative analysis of the average score of each course and qualitative analysis of advice and opinions which given by the experts. Through quantitative and qualitative analysis to discover the problems of bilingual teaching in YU, so as to understand the major obstacles that the China’s colleges and universities encounter in the process of the implementation of bilingual teaching. The main problems of bilingual teaching are the misunderstanding of the bilingual teaching, the lack of proper bilingual teaching materials, the great shortage of bilingual teachers, the weak proficiency of teachers and students’English, the unreasonable Curriculum, the inadequate monitoring Management and the unsatisfactory bilingual teaching environment and resources. The paper gives the 7 strategies to improve the quality of bilingual teaching. For example, to establish a complete system of bilingual teaching, to choose appropriate teaching materials, to improve the problem of university bilingual teachers, teaching experience exchange and teacher training, the reform of college English courses to adapt to students’level, to establish a good mechanism of bilingual teaching evaluation in colleges and universities and the use of teaching environment and teaching resources.The paper mainly have five parts. The structures are as follows:1.The first part is the Introduction. It includes two parts. (1). It outlines the research background. (2). It introduces the theoretical significance and the practical significance.2. The second part is the literature view of bilingual teaching. It includes two parts. (1). It summarizes the bilingual teaching and research abroad, including Canada, Australia, the United States and Singapore. (2).It introduces China’s Current Bilingual Teaching and Research.3. The third chapter introduces the bilingual teaching research in YU. It includes five parts. (1). The feasibility of implementation bilingual teaching in YU; (2). The implementation situations of bilingual teaching in YU; (3). The principles of bilingual teaching in YU; (4). The team construction of bilingual teaching in YU; (5). The incentives of bilingual teaching in YU.4. The fourth part is the investigation and analysis of bilingual class in YU. (1). The purposes and subjects of the study; (2). The materials of the investigation; (3). The methodology; (4). The analysis and results of the investigation.5. The fifth part is the summary of the paper. It describes the results of this research, the limitation of the research and the outlook for bilingual teaching.