3) Sheltered subject matter teaching
学科式过渡型教学模式
4) Interlanguage and Cultural Teaching
过渡语与文化教学
5) Interlanguage pragmatics
过渡语语用学
1.
Interlanguage pragmatics is a new interdisciplinary branch of pragmatics,which enrich the content of pragmatics,SLA and cross-culture communication.
过渡语语用学作为一门新兴的交叉学科,丰富了语用学、二语习得和跨文化交际学的内涵。
6) Bilingual teaching mode
双语教学模式
1.
Although bilingual teaching method has been adopted in practice in China for more than 10 years,not all agree on the effective- hess of bilingual teaching,because effective bilingual teaching mode still remains uncertain,thus the teaching quality is affacted and dis- counted.
双语教学在我国高等院校的开展已有十余年的实践,但教学效果褒贬不一,有效的双语教学模式仍是困扰双语教学质量的一个关键。
2.
In general,universities and colleges in China have made great achievements in bilingual teaching mode pilot and actual practice,the prospect for popularize bilingual teaching mode is bright.
总体上看,全国各地高校在双语教学模式试点及具体实践中取得了显著的成绩,双语教学模式推广前景良好。
3.
In the light of the successful teaching experience in bilingual teaching mode in foreign countries, and on the basis of the theory of input hypothesis in the second language acquisition as well as in line with the stuedent-centered teaching notion, we can structure a student-centered bilingual teaching mode by using such four basic elements as the characte.
参照国外的双语教学模式,根据第二语言习得理论的输入假设理论,并本着以学生为中心的教学理念,运用教学设计中关于学习者特征、教学目标、教学策略和评价措施等四个要素,构建以学生为中心的双语教学模式。
补充资料：双语”教学
目前民族教育领域的“双语”教学是指用民族语言和汉语进行教学。国家为保证各少数民族使用和发展本民族语言文字的权利，民族自治地方因地制宜，在中小学采用民族语和汉语双语教学，逐步形成了“民族语授课为主，加授汉语”、“汉语授课为主，加授民族语”的两种基本教学模式，并积极开展“三语”（民族语、汉语和外语）教学实验。目前，全国共有1万多所学校使用21个民族的文字开展民、汉双语教学，在校学生达600多万人。在民族院校和民族自治地方设立的部分中、高等学校也开展双语教学。
说明：补充资料仅用于学习参考，请勿用于其它任何用途。
参考词条