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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 “University Physics” course as an example, this research adopts the method of teaching experiment to implement three different bilingual teaching modes of “transitional”, “conserved” and “intensified” To explore the relationship between the language characteristics of the course and the choice of bilingual teaching mode. At the same time, the cognitive analysis of the research results is made based on the public potential ability model and cognitive academic language ability theory proposed by Cummins. The results show that, in terms of language characteristics, “College Physics” contains more compulsory vocabulary, abstract concepts and higher cognitive abilities. It is more appropriate to adopt a transitional bilingual teaching mode. On this basis, the article puts forward suggestions for bilingual teaching of similar courses.