1、1Study of Bilingual Teaching Modes in Chinese Higher EducationAbstract. In order to adapt to the process of internationalization of the economy， China is in urgent need of bilingual personnel who are good command of Chinese and Western cultures. However， bilingual teaching in our country is still in
2、 the developing stage， many theoretical and practical issues need to be resolved. The teaching mode is the bridge of contacting educational theory and practice， has the characteristics of the operability and orderly. Successful bilingual teaching mode is an important part of the smooth development o
3、f bilingual teaching reform. This article focuses on the bilingual teaching basic connotation from the analysis of the main mode of Chinas higher education need for bilingual teaching and bilingual teaching in China and should pay attention to the problems of bilingual teaching reality. Key words： h
4、igher education； bilingual teaching； teaching modes 1. The bilingual teaching basic connotation The so-called bilingual education， that some or all of the 2non-language subjects in teaching non-native speakers， the actual connotation due to different national， regional differences. Such as in Canada
5、， bilingual education generally refers to a form of teaching French as the medium of instruction in the English regions. Bilingual teaching in the United States generally refers to the teaching Spanish disciplines. In Australia， the bilingual teaching is the teaching of some subjects with non-native
6、 language （English）. The most purpose is to make large country with many immigrants better reflect its diversified communion. In Europe， the bilingual teaching is more complicated， most of the languages involved British Wuzhou， aimed at strengthening exchanges between countries， economic prosperity，
7、 and concerted efforts. Trials are exploring the bilingual teaching in China and many Asian countries and regions， generally refers to a system of discipline teaching English. Therefore， started experimenting with the promotion of bilingual teaching connotation should be in this category. 2. Bilingu
8、al teaching objectives and significance 2.1 Bilingual Teaching targets Bilingual teaching， we must take into account the disciplinary expertise and language form， both to achieve 3unity. It must not purely for academic content taught in teaching to accommodate students language level， only the use o
9、f foreign language teaching in the students of the language level； it is not conducive to the improvement of students language ability. Of course， we can not order fast improvement of language skills， destructive enthusiasm outset full English chalk and talk， we should be combined with the extent of
10、 their ability to accept and subject content， reasonable distribution of the proportion of the use of a foreign language， which does not affect the students mastery of subject knowledge. 2.2 Significance of bilingual teaching in colleges and universities The high development of the social productive
11、 forces and economic integration is a general trend； the “global village“ has long been a familiar concept of the world. Since Chinas accession to the WTO， people experienced more frequently international exchanges and more intense international competition， the talent of this new century has put fo
12、rward higher requirements， which provide adequate human intelligence resources to enhance the overall competitiveness of the country and the nation， and the construction of large-scale， high-quality， high-level education power arduous task placed in front of the majority of our educators. The emerge
13、nce of 4bilingual teaching is a mean of education to adapt to the needs of the times taken. 3. The feasibility analysis and effect for bilingual teaching mode in universities 3.1 The feasibility analysis of bilingual teaching modes in universities The Bilingual Senior mindset： This is the highest st
14、age of bilingual teaching. The courses are the forefront of the original foreign language teaching materials； expertise taught in English as the main language of instruction， the students learn to think in English， analyze and solve problems， and then freely use both Chinese and English language to
15、think and answer questions. Can be carried out on the basis of this model in the students master English， can fully understand and accept the teacher taught. Teachers can own， can also be foreign. Select the bilingual classes according to their English level and willingness for students from differe
16、nt grades. that help broaden students horizons， improve professional interest in learning， at the same time get something other than the professional， such as： the way of thinking， scholarship attitudes of English proficiency to a higher level， the bilingual teaching is not a mere formality. 53.2 Ex
17、position of bilingual teaching effectiveness Bilingual education aimed at our colleges and universities students while learning expertise to further improve the standard of English. Therefore， the attention of the researchers also explores teaching students English level. However， so far there are f
18、ew articles discuss the bilingual teaching of foreign language achievement impact effect. However， some researchers have discussed the cultural impact of bilingual teaching the students may have. Bilingual teaching from lessons learned to avoid neglect or even undermine the teaching of the mother to
19、ngue （Chinese） and status. Bilingual teaching of our national language and culture may bring some impact and influence， resulting in the loss of Chinese culture. Therefore， in teaching teachers to pay attention to the traditional culture and education of the students， carry forward the fine Chinese
20、culture. 4. Difficult performance of bilingual teaching in universities 4.1 The foreign language original materials that have appropriate contents lack In recent years， some domestic universities from abroad a large number of English original materials， but there are still expensive， outdated conten
21、t， repeat the introduction， 6the uneven quality of ills. Text specification of some original materials and innovative content， but the space is often too much specialized vocabulary， content with our current teaching basic requirements are not very consistent， and sometimes quite different， the text
22、 may be too difficult aspects of Chinese teachers and students， used directly in teaching more than inconvenience. Some original materials targeted is not strong， the lack of depth and breadth， and does not reflect the professional theoretical system and the latest developments， the content need to
23、be updated. Original teaching materials are mostly expensive， students complained this. Some schools even teachers set a textbook during class； students always strike the dilemma of share teaching materials hinder the smooth development of bilingual teaching. 4.2The quality of teachers and the teach
24、ers are not enthusiastic For teachers of bilingual teaching， not only proficient in the theory of the professional disciplines， with solid professional knowledge and teaching skills， but also have a higher level of foreign language （especially spoken level） ， the ability to skillfully use the foreig
25、n language teaching. Only at the same time have the basic qualities of these two 7aspects of bilingual teaching can become a qualified teacher. But according to situation carried out of bilingual teaching in universities， the overall level of the bilingual teaching of universities teachers situation
26、 is not optimistic. 5. Bilingual teaching modes in colleges and universities 5.1The teaching mode hierarchically for teaching methods Here can be divided into three levels： transitional bilingual teaching level， universal bilingual teaching level and the ideal bilingual teaching level. The transitio
27、n level in Chinese as the main body throughout the teaching and learning activities， courseware for the bilingual teaching materials in Chinese， English， supplemented by classroom language English component accounted for about 25%. The requirements way are not high for the teachers and students Engl
28、ish proficiency， the implementation of the conditions and environment for bilingual teaching is unsatisfactory situation， such as the average student does not meet the standard of English national levels. This level teaching is suitable for students in the first level. Counterparts born foreign lang
29、uage proficiency is a weak foundation can be used in this way bilingual teaching enable students to accept bilingual teaching under less pressure. 5.2 Use teaching mode compatible with the level of students 8foreign language The effectiveness of Bilingual teaching depends on the teachers and student
30、s of foreign language application ability and level， and a high level of expertise and good teachers of foreign language proficiency is a key factor in promoting bilingual teaching， foreign language students ability is the guarantee to achieve tangible results bilingual teaching. In general， the con
31、struction of the faculty more quickly will be strengthened through the introduction and training measures， while uneven foreign language proficiency of students， through the strengthening of the basis of foreign language teaching to improve students foreign language ability， but the overall level of
32、 foreign language students especially foreign language ability is impossible quickly improved in a short period of time. 5.3 Bilingual teaching mode based on student-centered Many aspects of second language acquisition research results show that successful language learners will apply some specific
33、strategies to accomplish learning tasks. The learner must consciously ready to invest a lot of time and effort in foreign language learning， must have a strong desire of the independent study. In other words， the learner must be 9responsible for their own learning. In foreign language learning， only
34、 those who adhere to independent and active participation in the learning are the most successful learners. So， in order to do a good job of bilingual teaching in the design of the teaching mode， you should take full account of students learning methods and strategies. Only fully mobilize the enthus
35、iasm of the students self-learning， give full play to their intrinsic motivation for learning， in order to effectively play the role of bilingual teaching， so that students master the knowledge of related disciplines， but also to improve their proficiency in English. 5.4 Network bilingual teaching m
36、ode Teaching activities include three main components： a teacher-led classroom instruction and place students in autonomous learning and students hands-on learning or internship. Classroom teaching is undoubtedly one of the important parts of ensuring the quality of bilingual teaching. Bilingual tea
37、ching and traditional teaching mode， one of the main difference is the language of instruction is different， then， to consider the most important issue in the classroom teaching is how to take full advantage of the benefits of the different language of instruction， reduce or compensate for 10adverse
38、 impact of this difference and help to improve the quality of teaching rather than the opposite. Practice has proved that fully mobilize all multimedia teaching methods， the use of the pictures， animations， audio， and image data strengthen the learning of the content of classroom teaching， can reduc
39、e or compensate for the adverse effects of using different language of instruction. Traditional teaching activities are generally more emphasis on classroom teaching， the degree of attention given to the latter two links is much smaller. In view of the special nature of bilingual teaching， we need t
40、o increase teaching aspects， especially students in extracurricular autonomous learning planning aspects and management efforts. Shared network information platform via the campus network provide students with more extracurricular bilingual learning conditions and opportunities to expand and deepen
41、classroom learning content. Construction of Shared network information platform may include： increasing the type and quantity of online library foreign bibliography disciplines， summary of the scientific literature and scientific and technological developments， courseware， thinking and practice test database and questions and learning exchange column. By the combined effects of various forms of
