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双语教育的最终目标虽然是培养学生掌握两种语言,进而具备使用两种语言进行语言交流的能力,但是实现的手段并不是把两种语言作为科目,而是用作教学媒介语。其基本原理是通过在课堂上使用目的语来进行教学活动,学生可以获得比较多的语言输入,从而在潜移默化中习得目的语。由于被用作教学媒介语,目的语的有用性清楚地展现在学生面前,学生容易产生学习的动机,而且动机往往能够持久。各地双语教育的经验都表明,双语教育培养的语言水平不低于单语教育,而且大大高于把目的语作为独立的科目。由于没有把学习语言明确地列为目标,双语教育在学生的语言能力目标上可以是纷繁驳杂的。本文根据世界各地的双语教育课程来探讨双语教育的各种情况。
Although the ultimate goal of bilingual education is to train students to master two languages and to have the ability to communicate in two languages, the means to achieve it is not to use the two languages as a subject but rather as a medium of instruction. Its basic principle is through the use of the target language in the classroom to carry out teaching activities, students can get more input in order to subtly learn the target language. Because of being used as a medium for instruction, the usefulness of the target language is clearly demonstrated in front of the students, students are motivated to learn, and their motivation can often be sustained. The experience of bilingual education in various places shows that bilingual education is not less proficient in language education than monolingual education and much higher than the target language as an independent subject. Because language is not explicitly targeted, bilingual education can be complicated and complicated in terms of students’ language proficiency goals. This article explores various aspects of bilingual education based on bilingual education curricula around the world.