浅析双语教育与学科教育

双语教育是指学校采用第二语言或外语作为媒介语进行学科教学的一种形式。自从我国开展双语教育实验以来,有关“双语教育是否损伤学科教学”这一议题成为了争论的焦点。如何正确地评价双语教育与学科教育之间的关系成为本文研究和探讨的重点。     

浅析双语教育与学科教育

双语教育是指学校采用第二语言或外语作为媒介语进行学科教学的一种形式.自从我国开展双语教育实验以来,有关"双语教育是否损伤学科教学"这一议题成为了争论的焦点.如何正确地评价双语教育与学科教育之间的关系成为本文研究和探讨的重点.     

教育技术学科定位问题研究

教育技术学是一门新型的交叉学科,其基本理论研究还存在不少争议,学科定位问题即是诸多争议中的一个。学科定位是对一门学科本质认识的讨论,对学科和专业发展有着深远的影响。通过对当前专家学者提出的关于教育技术学学科定位的观点进行比较分析,认为教育技术学应定位于技术或促进学习的技术。     

研究教育技术及其学科定位问题之必要性

本文主要针对教育技术研究和实践领域中出现的问题,提出当前研究教育技术及其学科定位问题的紧迫性及其理论和实践意义。     

教育技术学的学科性质与学科定位

深入考察科学和技术,不仅仅可以帮助我们更为清晰地认识科学和技术本身,而且可以帮助我们清晰地认识教育技术学的学科性质和定位。     

汉语国际教育的学科定位问题分析

汉语国际教育是以汉语教育为主,充分发挥育人功能,积极实施人文素质教育。汉语国际教育具有一定的专业性和系统性,因此要积极树立人才培养目标,并对其进行学科定位,在此基础上,提高汉语国际教育的时效性。本文首先分析学科教材定位,然后分析师资定位,最后分析了文化教育定位。     

试论我国教育人类学的学科定位与学科精神

结合学科发展的现状和实际,应该强调我国教育人类学的双重学科属性,即人类学的部门学科和教育科学的基础性学科.我国教育人类学的学科精神为:实事求是、求真务实的田野精神,善待别人、尊重他者的包容精神及兴教为民、旨在智民的人本精神.如此框定教育人类学的学科精神,有利于加速中国教育理论发展的时代性转型和教育品质的提升.     

对成人双语教育的几点思考

本文旨在探讨成人双语教育中的基本问题,从而提出适合我国现状的双语教育的模式和教学过程中的具体实施措施,以培养出更加适合我国国情的复合性的外语人才。     

对双语教育的再认识

面对双语教育在世界范围内的广泛实施和盛行,本文试图对双语教育的概念界定、教学模式、目标定位,＂渗透、整合、思维＂梯进式双语教学模式的建构和语言与文化相融合教学方式下的讲课策略几方面进行再认识。     

地理学学科定位问题探究

作者首先分析了地理学学科的划分,学科体系结构层次的组成,其次研究地理学的学科性质是介于自然科学和社会科学之间的学科,具有多学科交叉的特点。在此基础上,重点阐述地理学的学科定位问题,尤其对于自然地理学,准确的学科定位显得更为重要,作者以气象学与气候学、水文学和土壤地理学三门部门自然地理课程为例,探讨部门自然地理课程的定位问题,希望能对广大地理教师有一定的借鉴意义。     

构建阅读场 促进常态读

为了培养学生良好的阅读习惯,积极践行“阅读常态化”的理念,我校以心理学家勒温的场动力学理论为依托,充分发挥团体动力的作用,创设浓郁的阅读“场”环境,通过思想引领、环境营造、活动促进,星级评价构建师生常态阅读氛围。     

双语幼教人才培养模式探析

双语教育,是一种培养双语人才的教育模式,幼儿有二语习得的潜在优势。当今,随着双语幼教的普及,许多师范院校都开设了双语幼教专业,本文旨在探讨双语幼教人才培养模式。     

就业教育论(二)——职业教育的本质属性与教育内涵的重新审视

职业教育在一定意义上是一种就业教育。从就业教育的角度去观照职业教育,则其本质属性、研究内容、研究范式等均需进行重新阐释。     

Understanding bilingual education: an overview of key notions in the literature and the implications for Chinese university EFL education

This article starts with a review of definitions of bilingualism. It then discusses the definition of bilingual education with its focus on the analysis of bilingual competence. It is subsequently suggested that a theoretical hard nut to be cracked in today’s bilingual research is to establish the scope of discussion of bilingualism models meeting the specific needs in a specific context instead of simple acceptance of the current EFL teaching models learned from other countries or regions.     

关于新疆双语教育改革初探

实施双语教育对提高少数民族教育教学质量,维护社会稳定和促进经济发展具有十分重要的意义。积极、稳妥、有序地推进新疆双语教育工作就要遵循教育规律,注重民汉两种语言的均衡发展,注意保护和传承少数民族语言和文化,注意听取广大群众的意见和建议,把质量摆在推进双语教育工作的首要位置,双语教育要坚持从学前抓起、从教师抓起。     

Single subject research: applications to special education

Single subject research is a scientific research methodology that is increasingly used in the field of special education. Therefore, understanding the unique characteristics of single subject research methodology is critical both for educators and practitioners. Certain characteristics make single subject research one of the most preferred methodologies in special education. However, the design is not without limitations. The purpose of this article, by Orhan Cakiroglu, an assistant professor at Karadeniz Technical University, Turkey, is to provide an overview of the single subject research method's critical defining features and basic designs, and discuss what types of research questions single subject research is best suited to answer by providing examples from special education literature. Additionally, the key advantages and limitations of applying single subject research to the field of special education are discussed.     

Understanding Deaf bilingual education from the inside: a SWOT analysis

This article reports on a Strengths, Weaknesses, Opportunities and Threats (SWOT) analysis using a nominal group process undertaken to identify and tackle significant factors, both internal and external, affecting those current Deaf bilingual practices in Spain which promote or prevent the processes through which more inclusive (barrier-free) education for Deaf children can be successfully implemented. Seventeen school representatives (eight Deaf, nine hearing) from nine school sites with leading Deaf bilingual initiatives for Deaf children from different parts of the country participated in the study. Ways to improve accessibility to the whole SWOT process were explored to ensure that genuine and significant participation of All school representatives was actually possible. The main strengths pointed out the importance of participation and involvement of staff and others in the educational community. The primary weakness was found in the lack of a learning environment fully accessible to Deaf children. Notable opportunities included a growing acceptance of the bilingual and inclusive school concept by regional educational administrations and societal and parental changes towards bilingualism and sign language. The lack of official recognition of sign language was reported as a major threat. Understanding these four internal and external interrelated factors can: (1) help insiders reflect on their practices and use the findings to improve their practice; (2) guide policy decisions on matching resources and capabilities to the environment in which schools catering for Deaf children operate; and (3) provide the starting point upon which policy-making and further research could be built.     

关于课程双语教学的若干思考

双语教学对培养高素质的外向型人才和提高教师素质有积极意义.本文以"国际结算"课程双语教学为例,从教学内容的选择、教学方法改进和考核方式的角度对双语教学的改革进行归纳与总结,同时对双语教学中面临的问题及其对策进行探讨.     

中外合作办学双语教学模式改革探析

本文介绍了中外合作办学中双语教学的概念及基本模式,分析了当前双语教学中存在的问题并以此为基础对我国中外合作办学双语教学模式改革提出了一些建议。     

新疆民族教育的发展与双语教育的实践

The Xinjiang Uyghur Autonomous Region is an area of great importance for the ethnic minorities of northwestern China, and the development of local minority education has been a constant concern in both government and academic spheres. By means of analyzing government documents, statistical data and research literature, this article attempts to define the fundamental modes and development processes of minority education in Xinjiang. Furthermore, the article elaborates on discussion of the development and problems relevant to bilingual education in the concentrated Uyghur communities of southern Xinjiang based on the author’s field research in the Kashgar Prefecture in 2007. Translated by Zhang Lin from Beijing Daxue Jiaoyu Pinglun 北京大学教育评论 (Peking University Education Review), 2008, (2): 2–41, revised by Daniel Weisman