初中数学双语教学实践与研究
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摘要
双语教学是社会的发展对教育提出的新的要求，国外双语教学已经开展很多年，并且有很多成功的典范，其中主要有浸没式教学，学科式过渡型教学两种教学模式。但是国情的不同，教育环境的差异，同样的教学模式会产生不同的效果。从我国的实际情况出发，遵循学生的学习规律，目前国内中小学的双语教学最好采用学科式过渡型教学模式。
通过教学实践总结数学学科双语教学规律。初中阶段的双语教学，总体上课堂教学语言应该是从开始的汉语为主，英语为辅向英语为主，汉语为辅逐渐过渡。根据初中数学的特点，确定双语教学重点是数学概念的教学，按照数学知识相互联系的特点把双语教学的内容分成若干板块，降低学习难度，有利于学生接受，并达到对知识的整合。在教学过程中注重学生对数学知识本质含义的理解，不要太强调语法的正确性，注重词汇的学习，和意义的表述。有些内容短时间内无法用英语取代汉语，比如乘法口诀，数字的具体运算过程，不能强迫学生学习。对于应用题类与生活相关而导致词汇量增大的内容，注意题型的选择，适当降低难度，但不能回避，可以专题的学习方式，解决类似困难问题。注意双语教学的重点是让学生在信息的编码过程中产生英语符号与数学知识的直接联系，形成新的知识结构。不要把双语教学变成了语言教学。英语只是一种教学媒介，教学语言。数学双语教学的实质是把语言作为传递信息的工具，让学生在掌握数学知识的同时形成使用两种语言的能力。
双语教学的开展还面临很多困难，比如教材的使用，教师的专业与外语水平，学生的学习环境等因素。现在都没有得到很好的解决。解决不了这些矛盾，双语教学就不能有效的进行，全面的开展。
Bilingual teaching is one of the demands the developing society makes on education. Educators abroad have been practicing bilingual teaching for years and it results in many effective teaching approaches, which are signified by Canada-style immersion and sheltered subject matter teaching. However, it is a fact that not all proposed approaches and methodologies work everywhere, due to the different nations' backgrounds and the diversity of the educational environment in particular. In China, Canada-style immersion is greatly being adopted at present because proof has been found that it well suits the China's educational situations and quite agrees with the laws of learning.
Math teachers are enriching the laws of bilingual math teaching by practicing. In my opinion, the bilingual teaching in some sense is a process that Chinese is getting less important and at the same time English is gradually playing a key role. According to the characteristics of math teaching in middle-school period, the focus of the bilingual math teaching should be on the teaching of the basic concepts. We can divide the contents into different sections on the basis of the math knowledge system and reduce the difficulty so that the students' mastery will get easier and the regulation of knowledge will take place. What the teacher should really care while teaching is whether the students understand the nature of the math knowledge. Therefore, the emphasis about the language should be laid on vocabulary building and idea expressing instead of the grammatical accuracy. Math teachers can't force the students to express in English while dealing with some relatively difficult contents such as multiplication table and the processes of the concrete operations. As for the real-life-relating contents which unavoidably lead to a comparatively larger vocabulary, my suggestions are: 1. Select the types of the problems cautiously; 2.Properly reduce the difficulty (This doesn't mean avoid some topics.); 3. Cast typical examples to have the students grasp the whole category. The key point of the bilingual math teaching is the students can
relate the English signs to the math knowledge during the information coding process so that a new knowledge structure is being built. Bilingual teaching is not a language focused teaching. Here English is no more than a media and an instructional tool. In essence, bilingual math teaching is a teaching on math through which the information carrier is two languages, and the goal of which is to master the math knowledge and to achieve the proficiency of two languages as well.
Bilingual math teaching is carried out in China with difficulties such as the lack of the bilingual math text books, the teachers' unsatisfying attainments in both math and English and the students' poor learning environment, etc. The bilingual math teaching can't go on effectively unless the obstacles listed above are moved away.
通过教学实践总结数学学科双语教学规律。初中阶段的双语教学，总体上课堂教学语言应该是从开始的汉语为主，英语为辅向英语为主，汉语为辅逐渐过渡。根据初中数学的特点，确定双语教学重点是数学概念的教学，按照数学知识相互联系的特点把双语教学的内容分成若干板块，降低学习难度，有利于学生接受，并达到对知识的整合。在教学过程中注重学生对数学知识本质含义的理解，不要太强调语法的正确性，注重词汇的学习，和意义的表述。有些内容短时间内无法用英语取代汉语，比如乘法口诀，数字的具体运算过程，不能强迫学生学习。对于应用题类与生活相关而导致词汇量增大的内容，注意题型的选择，适当降低难度，但不能回避，可以专题的学习方式，解决类似困难问题。注意双语教学的重点是让学生在信息的编码过程中产生英语符号与数学知识的直接联系，形成新的知识结构。不要把双语教学变成了语言教学。英语只是一种教学媒介，教学语言。数学双语教学的实质是把语言作为传递信息的工具，让学生在掌握数学知识的同时形成使用两种语言的能力。
双语教学的开展还面临很多困难，比如教材的使用，教师的专业与外语水平，学生的学习环境等因素。现在都没有得到很好的解决。解决不了这些矛盾，双语教学就不能有效的进行，全面的开展。
Bilingual teaching is one of the demands the developing society makes on education. Educators abroad have been practicing bilingual teaching for years and it results in many effective teaching approaches, which are signified by Canada-style immersion and sheltered subject matter teaching. However, it is a fact that not all proposed approaches and methodologies work everywhere, due to the different nations' backgrounds and the diversity of the educational environment in particular. In China, Canada-style immersion is greatly being adopted at present because proof has been found that it well suits the China's educational situations and quite agrees with the laws of learning.
Math teachers are enriching the laws of bilingual math teaching by practicing. In my opinion, the bilingual teaching in some sense is a process that Chinese is getting less important and at the same time English is gradually playing a key role. According to the characteristics of math teaching in middle-school period, the focus of the bilingual math teaching should be on the teaching of the basic concepts. We can divide the contents into different sections on the basis of the math knowledge system and reduce the difficulty so that the students' mastery will get easier and the regulation of knowledge will take place. What the teacher should really care while teaching is whether the students understand the nature of the math knowledge. Therefore, the emphasis about the language should be laid on vocabulary building and idea expressing instead of the grammatical accuracy. Math teachers can't force the students to express in English while dealing with some relatively difficult contents such as multiplication table and the processes of the concrete operations. As for the real-life-relating contents which unavoidably lead to a comparatively larger vocabulary, my suggestions are: 1. Select the types of the problems cautiously; 2.Properly reduce the difficulty (This doesn't mean avoid some topics.); 3. Cast typical examples to have the students grasp the whole category. The key point of the bilingual math teaching is the students can
relate the English signs to the math knowledge during the information coding process so that a new knowledge structure is being built. Bilingual teaching is not a language focused teaching. Here English is no more than a media and an instructional tool. In essence, bilingual math teaching is a teaching on math through which the information carrier is two languages, and the goal of which is to master the math knowledge and to achieve the proficiency of two languages as well.
Bilingual math teaching is carried out in China with difficulties such as the lack of the bilingual math text books, the teachers' unsatisfying attainments in both math and English and the students' poor learning environment, etc. The bilingual math teaching can't go on effectively unless the obstacles listed above are moved away.
引文
1．吕良环 《双语教学探析》66页—72页 全球教育展望 2001，4
2．[加]M．F 麦凯．[西]M．西格恩著，严正，柳秀峰译 《双语教学概论》．北京光明日报出版社．
3．桂诗春《心理语言学》，上海外语教育出版社，1985年4月版．
4．张文清 于家太 《昂茨提案—美国双语教育论争》全球教育展望 2001，12
5．吕良环 《谈双语教学与双语教师的在职英语培训》全球教育展望 2001，12
6．布龙菲尔德《语言论》60页，袁家骅译，商务印书馆1980年．
7．施良方 《学习论》 人民教育出版社 1994，5
8．王斌华 《加拿大双语教育地回眸与启迪—法语沉浸教育计划地个案研究》中小学英语教学与研究2002，1
9．姜宏得 《新加坡的双语教育》 中小学英语教学与研究2002，1
10．路海东 《学校教育心理学》东北师范大学出版社2000．9
11．杨连瑞 《关于语言习得的临界期及外语学习最佳年龄的研究》 外国中小学教育
12．戴曼春 《第二语言习得的年龄差异》 外语界1994，2
13．郑秋贤 《芬兰，新加坡和南非的双语师资培训》 中小学英语教学与研究2002，3
14．丁帮 《建构主义科学教育观与学生创新能力的培养》 教育研究与实验2002，1
15．张海燕，越琳 《加拿大第二语言浸入式教学及其在我国的借鉴》 比较教育研究2000．4
16．胡瑰玲 《双语与智力关系研究述评》外语教学与研究1999．3
17．Krashen,s 《Bilingual education》 1991.
18．李观仪 《具有中国特色的英语教学法》上海外语出版社．
19．卢丹怀 《双语教育面临新挑战》全球教育展望．2001．10
2．[加]M．F 麦凯．[西]M．西格恩著，严正，柳秀峰译 《双语教学概论》．北京光明日报出版社．
3．桂诗春《心理语言学》，上海外语教育出版社，1985年4月版．
4．张文清 于家太 《昂茨提案—美国双语教育论争》全球教育展望 2001，12
5．吕良环 《谈双语教学与双语教师的在职英语培训》全球教育展望 2001，12
6．布龙菲尔德《语言论》60页，袁家骅译，商务印书馆1980年．
7．施良方 《学习论》 人民教育出版社 1994，5
8．王斌华 《加拿大双语教育地回眸与启迪—法语沉浸教育计划地个案研究》中小学英语教学与研究2002，1
9．姜宏得 《新加坡的双语教育》 中小学英语教学与研究2002，1
10．路海东 《学校教育心理学》东北师范大学出版社2000．9
11．杨连瑞 《关于语言习得的临界期及外语学习最佳年龄的研究》 外国中小学教育
12．戴曼春 《第二语言习得的年龄差异》 外语界1994，2
13．郑秋贤 《芬兰，新加坡和南非的双语师资培训》 中小学英语教学与研究2002，3
14．丁帮 《建构主义科学教育观与学生创新能力的培养》 教育研究与实验2002，1
15．张海燕，越琳 《加拿大第二语言浸入式教学及其在我国的借鉴》 比较教育研究2000．4
16．胡瑰玲 《双语与智力关系研究述评》外语教学与研究1999．3
17．Krashen,s 《Bilingual education》 1991.
18．李观仪 《具有中国特色的英语教学法》上海外语出版社．
19．卢丹怀 《双语教育面临新挑战》全球教育展望．2001．10