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学生初始外语水平与双语教学实际效果之间存在紧密关联。学生外语水平高于或适合双语教学要求,学生能保持较强的学习自信心,课堂焦虑感也相应减低,对学科知识掌握也越好;相反,对于英语水平较差的学生来说,双语教学容易使他们产生焦虑感,进而影响他们英语水平的提高和对学科知识的掌握。
There is a close relationship between students’ initial foreign language proficiency and the actual effect of bilingual teaching. Students with higher level of foreign language proficiency or bilingual education, students can maintain a strong sense of self-confidence, a corresponding reduction in the sense of anxiety in the classroom, the better knowledge of the subject; the contrary, poor English proficiency students, bilingual teaching It is easy to make them feel anxiety, thereby affecting their English proficiency and mastery of subject knowledge.