英语翻译不要中文 不要分句翻译 直接翻译成英文双语教育的教学背景不少双语国家及单词国家都实施了双语教育双语教育不仅在加拿大,美国,新西兰,卢森堡等双语国家或多语国家实施,并获

英语翻译不要中文 不要分句翻译 直接翻译成英文双语教育的教学背景不少双语国家及单词国家都实施了双语教育双语教育不仅在加拿大,美国,新西兰,卢森堡等双语国家或多语国家实施,并获
英语翻译
不要中文 不要分句翻译 直接翻译成英文
双语教育的教学背景
不少双语国家及单词国家都实施了双语教育
双语教育不仅在加拿大,美国,新西兰,卢森堡等双语国家或多语国家实施,并获得了成功,而且在澳大利亚,日本,俄罗斯,匈牙利,保加利亚等单语国家实施,也获得了成功.这很能代表了当今世界绝大多数国家情况.
据《双语制度与双语教育百科全书》介绍,澳大利亚,日本等但语国家实施双语教育的直接原因与我国实施双语教学的直接原因完全相同,都是源于对外语教学质量的不满.这不是一种偶然的巧合,而是一种必然的结果.外语教学质量底是全球性的普遍现象.越来越多的国家已近认识到,仅仅开设一门外语科目,绝大多数学生只能掌握有限的外语,很难达到精通的程度.
国外双语教学的师资力量
双语教师承担双重任务,但是,其教学重点首先是学科内容,其次才是外语.作为双语教师,他们不仅必须精通学科内容,而且必须是一个双语者.
世界各国都要求双语师资必须由掌握双语的学科教师担任.加拿大明确规定：将法语作为教学语言时,必须由本族语为法语或者法语水平相当于本族语的教师施教；讲英语作为教学语言时,必须由本族语言为英语或英语水平相当于本族语的教师施教.这一项规定非常符合加拿大的基本国情.百分之80左右的加拿大人口使用英语,百分之20左右的加拿大人口使用法语,这一得天独厚的人口结构和语言特征确保了加拿大双语师资的质量.
六 双语教材的使用
通常,双语教材分为国外引进教材、国内出版教材、学校自编教材和翻译教材.这四种教材瑕瑜互见,各有利弊
1.国外引进教材,即引进英语国家的原版教材
这些教材语言纯正,贴近生活,可读性和实用性强,印刷美观,符合学生审美心理.存在的问题是内容不能与国内课程标准和升学要求配套；语言难度不能与我国学生的实际英语水平吻合；某些内容脱离我国的社会环境和生活环境.
2.国内出版教材
迄今为止,上海教育出版社等多家出版机构出版的双语教材,涵盖数学、化学、物理、生物、信息技术等多门学科.在出版过程中,他们都邀请了外籍专家参加工作,参考或选用了国外教材的部分内容.这些教材语言地道,篇幅适当,符合我国学生的认知能力.普遍存在的问题是：策划和出版周期较短,良莠不齐；只出版了某一学科或摸个年级的教材,出现不配套或断层现象.
3.学校自编教材
除了上海第三女子中学等个别学校自编了体系完整、衔接配套的双语教材以外,目前绝大多数学校的自编教材属‘活页教材’的性质,其编写过程基本采用了‘剪刀+浆糊+复印’的方法.这些教材体现了学校和编写者的个性,但质量难以保证.
4.翻译教材
翻译教材指的是‘把母语教材译成外语教材’.目前为止,我国还没有一所学校完全采用翻译教材.使用这种教材的最大优势是,既能避免学科损伤,又能满足教学、升学的要求.日本‘应试教育’严重,高考竞争激烈,为了保证双语班学生的高考竞争力,日本双语学校使用翻译教材（日语译成英语）.
双语教学的历史和现状
双语教学质量低也是全球普遍现象
（一）认识：仅仅靠学校开设一门外语课程,每周安排两三节课,局限性
（二）开展双语教学成为国际发展趋势,美加新,开展双语教学
人们学习英语主要通过两条渠道:第一,通过开设英语课程学习英语,英语是必修的第一外语.第二,在他们国家,地理历史音乐等学科都是用英语讲授的,而不是用本国语言讲授的.

英语翻译不要中文 不要分句翻译 直接翻译成英文双语教育的教学背景不少双语国家及单词国家都实施了双语教育双语教育不仅在加拿大,美国,新西兰,卢森堡等双语国家或多语国家实施,并获
hello i am amy an i gonna to try to translate you test, but my chinese is not so good, so i apologize.
Bilingual education teaching background
Bilingual country and many countries have implemented the word bilingual education
Bilingual education is not only in Canada, the United States, New Zealand, Luxembourg and other countries, the implementation of bilingual or multilingual countries, and have been successful, but also in Australia, Japan, Russia, Hungary, Bulgaria and other countries, the implementation of a single language, but also a success. It can represent the situation in most countries in the world today.
According to "Encyclopedia of bilingualism and bilingual education," Introduction, Australia, Japan and other countries, but the language is the direct cause of the implementation of bilingual education and bilingual teaching in China direct cause of exactly the same, are derived from dissatisfaction with the quality of foreign language teaching. This is not a coincidence, but an inevitable result. Foreign Language Teaching at the end is a global phenomenon. More and more countries realize that almost, just set up a foreign language courses, most students can only have limited foreign language, it is difficult to achieve proficiency level.
Bilingual education teachers abroad
Bilingual teachers bear the dual task, but its focus on teaching subject matter first, followed by foreign languages. As a bilingual teacher, they must not only be proficient in subject matter, and must be a bilingual person.
Countries in the world requires bilingual teachers must be bilingual subject teachers. Canada clearly states: the French as the teaching language, it must be native to the level equivalent to native French or French-speaking teachers teach; speak English as medium of instruction, it must be native language is English or English level equivalent to the family language teachers teach. This provision is consistent with Canada's basic national conditions. About 80 percent of Canada's population uses English, about 20 percent of the Canadian population uses French, the unique characteristics of the population structure and language to ensure the quality of bilingual teachers in Canada.
The use of six bilingual teaching
Typically, the introduction of bilingual teaching materials are divided into foreign and domestic publishing textbooks, school textbooks own teaching materials and translations. Been mixed these four materials, each with advantages and disadvantages
1. Imported materials, the introduction of English-speaking countries of the original materials
These materials, pure language, life, readability, and practical, beautiful print, in line with the students aesthetic psychology. Problem is not with the national curriculum content standards and requirements of supporting studies; language difficulty is not with the actual English proficiency of students agree; some content from our social environment and living environment.
2. Domestic publishing textbooks
So far, the Shanghai Education Publishing House and a number of bilingual materials published by publishers, covering mathematics, chemistry, physics, biology, information technology and other subjects. In the publishing process, they have invited foreign experts to participate in the work of reference or use part of foreign materials. These materials authentic language, the appropriate length, in line with the cognitive abilities of students. Common problem is: the planning and publication of short duration, good and bad; just published a touch of a subject or a grade materials, there is not complete or fault phenomenon.
3. Schools in their own teaching materials
In addition to Shanghai and a few other secondary schools in the third women's self a complete system interface supporting bilingual materials other than the present, most school texts that are 'loose-leaf materials' properties, the preparation of basic use of the' scissors + paste + copy 'method. These materials reflect the personality of the school and the writers, but the quality is difficult to guarantee.
4. Translation of materials
Translation of materials refers to 'the mother tongue into foreign language teaching materials'. So far, China has not yet completely translated in a school textbook. The biggest advantage of using this material is subject not only to avoid injury, and can meet the teaching, further education requirements. Japan 'exam-oriented education' serious, competitive entrance examination, in order to ensure that students in bilingual classes competitive entrance examination, the Japanese translation of textbooks used in schools bilingual (Japanese to English.)
The history and current status of bilingual education
Low quality of bilingual education is a common phenomenon in the world
(A) understand: if only the schools to set up a foreign language course, two or three a week for lessons, the limitations
(B) the development of bilingual teaching to become an international trend, the new United States and Canada, bilingual teaching
People learn English mainly through two channels: first, to learn English through English classes, English is the compulsory first foreign language. Second, in their country, music, geography and history subjects are taught in English, rather than using the national language taught
thank you. i hopoe this would be userful for you
bye, best wishes