Bilingual Teaching Problems and Countermeasures..doc

Bilingual Teaching Problems and Countermeasures. First, an overview of bilingual education Ministry of National Education in 2001 to write papers in “on the strengthening of higher education, undergraduate teaching, a number of observations to improve teaching quality,” pointed out that, according to the “modernization, facing the world and the future” requirements, to create conditions for the use of English and other foreign language courses and specialized courses of public instruction. “Opinions” stressed that high-tech fields of biotechnology, information technology professional, as well as to adapt to China’s accession to WTO, needed to run the financial, legal and other professional, but also should take the first step, striving to three years, so that the use of foreign language teaching course is of a prescribed course of 5% ~ 10%; temporarily with the conditions of the direct use of foreign language taught in schools or professional, can be implemented before some of the courses teaching foreign languages, Chinese teaching methods, and then step in place. In 2005, the Ministry of Education, “Higher Education on Further Strengthening the Work of the views of undergraduate teaching,” once again stressed the need to improve the quality of bilingual education to continue to expand the number of bilingual courses. The face of the Ministry of Education of the above-mentioned requirements, the practice of bilingual teaching people to understand there are still significant differences. Among them, an interpretation that “bilingual education refers to using two kinds of language as the medium of instruction by learning to master subject knowledge to achieve the purpose of the language” [1]. Another explanation that “In China, bilingual teaching is defined in the Chinese language outside the classroom with a foreign language as the main language for subject teaching, mainly in English. It requires teachers fluent in English with the correct knowledge of e