大学物理双语教学模式的研究

Bilingual Instruction Models in the Course of College Physics

本研究以《大学物理》课程为例，采用教学实验的方法，对这门课程实施“过渡型”、“保持型”和“强化型”三种不同的双语教学模式，以探讨课程语言特点和双语教学模式选择之间的关系；同时，应用Cummins提出的公有潜在能力模型和认知学术语言能力理论对研究结果进行认知分析。结果表明，就语言特点而言，《大学物理》这门课程内容强制词汇较多，概念抽象、认知能力要求较高，采用过渡型双语教学模式更为合适。在此基础上，文章对类似课程的双语教学提出了建议。

Taking the course of Physics as an example,the present study investigates the relationship between language features and the bilingual instruction models with the performances of 'transitional','maintenance' and 'enrichment' models on it.Meanwhile,the results are cognitively analyzed with Cummin's theory of common underlying proficiency(CUP)and cognitive academic language proficiency(CALP).The results indicate that the 'transitional' model is more adaptable to the courses rich in content-obligatory language,abstract content and high demanding for CALP like Physics.The paper concludes with the suggestions for similar subjects with bilingual instruction models.