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1)  modes of bilingual teaching
双语教学的模式
2)  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。
3)  bilingual teaching model
双语教学模式
1.
This paper analyzes the positioning of applied undergraduate colleges, and advances some suggestions on the bilingual teaching model of economics and management curriculum in applied undergraduate colleges, such as implementing the pilot teaching, relying on specialized English, strengthening the practical link, connecting with the certificate examination and adding the assessment methods.
分析了应用型本科院校的定位,提出了应用型本科院校经管类课程双语教学模式的建议,即进行试点教学、依托专业英语、加强实践环节、结合证书考试和增加考核方式。
4)  model of bilingual education
双语教育模式
1.
This paper makes an analysis of language use and its development of ethnic minorities in Xinjiang as well as the current model of bilingual education and goal design.
本文分析了新疆少数民族语言使用与发展状况和现行双语教育模式及目标设计,指出了新疆少数民族双语教育中存在的模式泛化和语言使用问题,认为双语教育的模式应体现双语教育目标,而双语教育的目标设计应以少数民族语言使用与发展状况为依据,才能满足不同民族对双语教育的需求。
5)  di-modual English teaching
双模块英语教学
1.
Based on the results of the proficiency test taken upon their entrance,the students are classified into 3 different levels of classes: fundamental English teaching,conventional English teaching,and di-modual English teaching.
从全国高校大学英语教学的实际出发,结合西安建筑科技大学大学的招生及教学情况,以教育部高教司的《大学英语课程教学要求》为依托,应用语言学、心理学、教学法理论为依据,制定出了分类别英语教学方法的具体措施:即在举行英语水平测试后,将学生分为基础英语教学、常规英语教学和双模块英语教学三大层次进行教学,并对我校英语分类别教学实践情况进行总结、分析,从而得出结论。
6)  Bilingual-teaching mode
双语教学方式
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。

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