The Analysis On The Role Of Bilingual Education Model Curriculum Of Colleges And Universities

As we all know, to carry out bilingual education is not only the needs of the times and the trend of internationalization education, but also the needs of cultivating talent. Bilingual education, especially colleges and universities, more bilingual education in primary and secondary schools pointed out the direction, making bilingual education in the school stage of education, toward the direction of the formation of an organic whole to move closer. Since 2001, the State Department of Education promulgated a number of relevant policy framework for the reform of higher education teaching, and increasingly to the implementation of bilingual teaching as the assessment of indicators of China's college teaching. In particular, the State enacted "To start the bilingual education model curriculum construction projects of 2007" and hoped cultivate a group of advanced teaching philosophy, teaching methods is reasonable, with high levels of teaching bilingual education teachers to form with the international advanced teaching concepts and teaching method of integration, consistent with China's reality, and has certain model and learn the meaning of the bilingual teaching models for students of international competition, and the capacity to play an important role, and to achieve greater levels of institutions of higher learning the purpose of bilingual education.In view of this, this study national bilingual education model curriculum for direct study. I Comprehensive used literature analysis, questionnaires and other qualitative and quantitative research methods, to model the status of a model curriculum, affecting factors and countermeasures for a systematic investigation and research. And operational definitions prepared on the basis of the "National Program of Bilingual Education in an exemplary role model status of survey" questionnaire. At the same time, using a questionnaire prepared by extraction in different regions and different types of state schools, colleges and universities bilingual teachers and students, and its status of implementation of such an investigation, from the whole, and the region, schools, etc. them different dimensions of statistical analysis. Integrated this study, we draw the following conclusions:1. Only 30% of the teachers in the state of the selection of the bilingual education model curriculum have the special knowledge of a considerable number of respondents; 40% of teachers simply do not come into contact with the opportunity to comment on the model curriculum; there is less 30% teachers have the chance to listen to the class, and only 10% of teachers learning and using the advantages of the class. So there is place for teachers to develop.2. Compared to the teachers, only less than 2% students show that they know the Curricum. They do not have the chance to contact with the model curriculum. So we can see that the exemplary role model curriculum in the teachers get a better play. Teachers are more concerned about than the students and understanding of the bilingual education model curriculum.3. In order to distinguish between regional and school standards, we can see that the eastern and northern parts of the State University of bilingual teachers, bilingual teaching demonstration lessons for understanding the extent of contacts and understanding to be better than the south-western colleges and universities, and even in some respects there are significant differences; and commentary on the model classes have been colleges and universities, its bilingual teachers for bilingual teaching demonstration lessons to understand, practice and research level are far better than being a model curriculum of colleges and universities have not yet.4. But we should also see some advantages; most of the bilingual teachers and students indicated that bilingual teaching in the national selection model curriculum is necessary. A considerable number of bilingual teachers are also actively preparing to apply for bilingual education model curriculum. And a lot of bilingual teachers are also aware of the national selection of the bilingual education model curriculum at this stage does not play its due role in the demonstration; many theories still in the exploratory stage, there are many areas be strengthened.The model curriculum constraints play the role of factors, such as, the relevant policy documents the intensity is not strong administrative instructions, demonstration programs and evaluation system, inadequate reporting, the state propaganda is not strong, the school is not enough emphasis, etc. And put forward corresponding countermeasures and suggestions, such as, increasing financial input in order to protect an exemplary role model courses to play, in the model curriculum supervision and evaluation work, to further highlight the role played by the model weights to strengthen the responsibility of model demonstration programs to increase propaganda, to expand the national model curriculum of Bilingual Education in the typical effects, etc. I hope that through this research, model curriculum could better to promote good way teaching and learning process and experience to expand to more radiating courses and schools. Thus it enhances our standard of teaching in bilingual teaching in colleges and universities, in order to comprehensively improve the teaching quality of higher education to make new achievements.