| 加拿年夜是个多平易近族、文明多元化的国度。加拿年夜在说话教导和文明保存方面获得许多名贵的经历。本文以加拿年夜的双语教导为切入点，侧重阐述了加拿年夜法语沉溺式教导及其所获得的胜利经历。我国高校双语教授教养已停止多年并获得了丰富的结果，但也存在一些成绩。从加拿年夜法语沉溺式双语教导的研究中取得的启发将有助于我国高校双语教授教养的成长。本文由5章组成。第1章先辨别了双语教导和双语教授教养这一组术语，然后又论述了双语教导的重要教导形式。在加拿年夜，法语毕业论文，人们运用双语教导，法语论文，而在中国，人们则用双语教授教养取代双语教导。第2章从两个年夜方面剖析了加拿年夜展开双语教导的缘由一多元文明主义和双语制。第3章是对加拿年夜法语沉溺式教导的论述。1965年，加拿年夜法语沉溺教导开端于魁北克省，随后沉溺式教导流传到了其他9个省。法语沉溺式教导获得了伟大的胜利，本文从6个方面剖析了其胜利的缘由。第4章先陈说了以后我国高校双语教授教养的近况，并对其缺乏的地方停止了剖析，然后本章论述了加拿年夜沉溺式教导对我国高校双语教授教养的启发。第5章罗列了一个我国高校双语教授教养胜利的案例一天津理工年夜学国际工商学院，本章从双语教材、师资培训和双语教导战略三个方面剖析了其胜利的症结地点。从加拿年夜法语沉溺式教导中吸取经历，并停止中国特点的立异，中国高校的双语教授教养任务会赓续完美，中国高校必定会摸索出一种合适中国的双语教授教养形式。 Abstract: Canada is a multi national, cultural and diverse country. Add to the eve of the talk to teach and cultural preservation to get a lot of valuable experience. In this paper, the Canadian bilingual teaching as the breakthrough point, focusing on the Canadian French immersion teaching and the winning experience. The bilingual teaching in Chinese universities has been stopped for many years and has achieved rich results, but there are some achievements. The inspiration from the study of Canadian French immersion bilingual teaching will contribute to the development of bilingual teaching in Chinese universities. This paper is composed of 5 chapters. In the first chapter, we first identify the terms of bilingual teaching and bilingual teaching, and then discuss the important teaching forms of bilingual teaching. In Canada, people use bilingual teaching, while in China, they are replaced by bilingual teaching. In the second chapter, the author analyzes the reasons for the bilingual education from two aspects, one is the pluralism of civilization and the. The third chapter is the discussion of the Canadian French immersion teaching. In 1965, Canada took up the eve of the French teaching began to indulge in Quebec Province, followed by addiction to teach the spread to the other 9 provinces. French immersion teaching has been a great success, this article from 6 aspects of the analysis of the reasons for its success. Chapter 4 first Chen said after our university bilingual teaching present situation and on the lack of local was analyzed, and the then this chapter discusses the Canadian immersion teaching of our university bilingual teaching inspiration. Chapter 5 lists a triumph of the bilingual teaching in our country case a Tianjin Polytechnic University International Business School, this chapter from the three aspects of bilingual teaching materials, teacher training and bilingual teaching strategy analysis of the the victory of the crux of the problem. From take the eve of the French immersion teaching learning experience, and stop the innovation of Chinese characteristics, Chinese colleges and universities bilingual teaching mission will continuously perfect, Chinese universities will find out a suitable Chinese bilingual teaching form. 目录: Abstract (Chinese) 5-6 Abstract (English) 6 Introduction 9-11 Chapter 1 Bilingual Education 11-13 1.1 Bilingual Education and Bilingual Teaching 11 1.1.1 Definition of Bilingual Education 11 1.1.2 Definition of Bilingual Teaching 11 1.2 Models of Bilingual Education 11-13 Chapter 2 Multiculturalism and Bilingualism in Canada 13-24 2.1 Multiculturalism in Canada 13-16 2.1.1 Immigrants to Canada 13-15 2.1.2 Multiculturalism within a Bilingual Framework 15-16 2.2 Bilingualism in Canada 16-24 2.2.1 Types of Bilingualism in Canada 17-18 2.2.2 Development of Bilingualism in Canada 18-21 2.2.3 Modern Federal Bilingual Policies 21-24 Chapter 3 French Immersion Education in Canada 24-38 3.1 Bilingual Education in Canada 24-26 3.1.1 Bilingualism in Public Education 24-25 3.1.2 Bilingual Policy in Education 25 3.1.3 Support and Criticism of Canadian Bilingual Education 25-26 3.2 French Immersion Education in Canada 26-38 3.2.1 Types of Canadian French Immersion Education 27-28 3.2.2 Research on Canadian French Immersion Education 28-34 3.2.3 Factors for the Success of French Immersion Programs in Canada 34-38 Chapter 4 Inspirations from Canadian French Immersion Education for Bilingual Teaching in China’s Universities and Colleges 38-45 4.1 Bilingual Teaching in China’s Universities and Colleges 38-41 4.1.1.China’s Bilingual Teaching Policies for Universities and Colleges 38-39 4.1.2 Current Situation of Bilingual Teaching in Universities and Colleges 39-40 4.1.3 Shortcomings of Bilingual Teaching in China’s Universities and Colleges 40-41 4.2 Inspirations for Bilingual Teaching in China’s Universities and Colleges 41-45 4.2.1 Internationalize the Curriculum 41-42 4.2.2 Teacher Training 42-43 4.2.3 Bilingual Teaching Materials 43 4.2.4 Create Bilingual Teaching Environment 43-45 Chapter 5 A Bilingual Teaching Case--International College of Business and Technology, Tianjin University of Technology 45-52 5.1 Bilingual Curriculum and Teaching Materials 45-47 5.1.1 Bilingual Curriculum 45-46 5.1.2 Bilingual Teaching Materials 46-47 5.2 Bilingual Teacher Training 47-48 5.3 Bilingual Teaching Strategies of ICBT 48-52 5.3.1 Use Various Teaching Methods 48-49 5.3.2 Create Effective Bilingual Learning Environment 49-50 5.3.3 Arrange Teaching Scientifically 50-51 5.3.4 Use Abroad and Local Case Studies 51 5.3.5 Use Network Platform 51-52 Conclusion 52-53 Notes 53-54 Bibliography 54-57 发表论文和科研情况说明 57-58 Acknowledgements 58-59 |
