我国高校双语教学的定位及其教学模式的探究

Defining the nature and tasks of bilingual instruction in Chinese universities and exploring its teaching model

我国高校双语教学的理论依据是依托课程内容教学法，这一教学理念的渊源可以追溯到公元389 年，圣奥古斯丁最早提出。国外依托课程内容教育的成功经验告诉我们，用学生的第二语言作为媒介不仅能成功传授学科知识，并能提高学生第二语言水平，而且不会影响学生的第一语言水平。按照教育部提出的提高外语水平和提升高校品位、高校双语教学这两大目标，高校双语教学的定位必须是在不增加学时的前提下做到上双语课的学生在学科学习上不亚于上常规课，而且同时他们的英语能取得长足的进步。根据上海交通大学的经验，这是能做得到的。而要做到这一点，我国的双语教学必须采纳全外语型的教学模式。

Content-based instruction is the theoretical underpinning for bilingual instruction unfolded in Chinese universities. The concept may be traced to the works of St. Augustine in 389 AD. The successful experience in content-based instruction abroad has demonstrated that using students' second language as the medium of instruction can not only succeed in transmitting subject content， but also raise the students' second language proficiency while their first language will not be negatively affected. In keeping with the twin goals of promoting students' foreign language proficiency and enhancing the overall qualities of higher education in China， college bilingual instruction should be defined as a kind of program in which the students make the same academic achievements as their counterparts in the traditional programs. This should be done without students extending class hours while achieving better foreign language proficiency. In light of the experience of Shanghai Jiao Tong University， the suggested model is plausible and the above goals can be achieved.