中国双语教学之关键要素的再认识

Recognition of the Key Elements of Bilingual Teaching in China

由于对"中国双语教学"的认识与实践缺乏系统性、多元性、隐含性、复杂性、长效性、管理性等关键性认知,致使学界对双语教育与教学产生诸多不必要的争论。为此,本文基于教学实践和定性研究方法,对"中国双语教学"及其不可忽略的关键词与隐含义进行深入探析,确立了系统性理论元素和教学系统运行模式,以期在我国现有的实际条件下,对双语教学改革与研究有所助益、有所推进,尤其在构建中国本土化及国际化的双语教学理论体系方面有所建树。

Due to the lack of systematic,pluralistic,implicit,complex,long-term,managerial and other key cognition of“bilingual teaching in China”,there are many unnecessary arguments about bilingual education and teaching in the academic world.For this reason,this article is based on teaching practice and qualitative research methods,in-depth analyzes“bilingual teaching”in China and its key words that cannot be ignored and implicit meaning,establishes a systematic theory element and teaching system operation mode,in order to existing actual conditions in our country,help the reform of bilingual teaching and research,especially in constructing Chinese indigenization and internationalization of bilingual teaching theory system.