【作者】 龙琪；

【导师】 周志华；

【作者基本信息】 南京师范大学 ， 化学课程与教学论， 2006， 博士

【摘要】 本研究针对我国双语教学前沿研究的不足,做了一些创新性的尝试。在研究方法上,遵循质的研究范式,重视实证,强调感性经验的基础作用,将理性认识建立在感性认识之上。在研究广度上,本论文综述了国外有代表性的双语教育理论与实践,从中提炼出有益于我国双语教学实践的成功经验。在研究深度上,走进上海的理科双语教学课堂听课,参与双语教学教研活动和学术会议,对相关人员进行访谈和展开问卷调查,获得了宝贵的一手资料,再结合文献资料,采用归纳-演绎、比较-分类等逻辑方法揭示了我国理科双语教学的实施现状,反思了笔者参与建设的中学综合理科与大学无机化学双语教学实践。在这些事实经验的基础上,探讨了三类理论问题:双语教学的概念、理科双语教学的基本教学问题、理科双语教学的可行性。我国的理科双语教学是指学习的引导者与学习者围绕理科的知识与技能、过程与方法、情感态度价值观,遵循一定的学科课程标准,在思维水平上运用汉英两种语言媒介,通过传授、仿效与内化等过程而进行的学校活动。理科双语教学的基本教学问题有教学原则、教学目标、教学内容、语言使用比例、教学方法、教学过程、教学评价等。理科双语教学的教学原则至少有三条:学科本体性、学生主体性、语言工具性。教学目标要坚持学科目标和语言目标兼顾,学科目标优先;教学内容以学科内容为纲,语言内容为学科内容服务;语言使用比例取决于内容的难度和学生的接受水平;教学方法立足于学科特点的教学方法,渗透语言教学方法;教学过程具有明显的学科特征,兼顾语言教学特征;教学评价以学科目标达成为主,语言目标达成为辅。本文从理论的、实践的、政策的、历史的角度进行研究,认为在宏观条件和微观条件已经具备的地区,我国理科双语教学具有可行性。上海地区的双语教学就是一个成功的例子。更多还原

【Abstract】 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.更多还原