摘要
具有中国本土化的“幼儿英语浸入式整合课程”教学实验研究结果显示:在浸入式教学模式中,中国儿童能够在自己一生中学习语言的最佳时期,在保证母语良好发展的基础上,通过丰富的内容,多样化的活动,类似习得母语的方式,快乐地学习和运用着第二语言,使他们的潜能获得良好的开发,为他们的终生发展奠定良好的基础;全英语环境和习得的教学模式在中国的学校环境中是可以实现的;环境、课程和教师在促进儿童第二语言学习方面起到了合力的作用。建立在社会文化学意义上的师生、生生之间的互动交流促进了中国儿童第二语言的学习运用与发展。
The results of the experimental teaching study of the China-nativized ＂Synthesized Immerging English Course for Pre-school Children＂ show that in an immerging teaching context, Chinese children can pleasantly leam and use a second language by means of rich learning content and diversified activities in a way similar to learning mother tongue in the best time of language leaming of life without affecting normal development of their mother tongue. Their potentials are properly exploited and a good foundation is laid for their lifetime development. This means that a pattem of all English context and acquisition can be actualized in the context of Chinese schools. Interaction and exchange between teacher and students and students themselves prove to be effective in enhancing Chinese children＇s use and advancement of a second language.
出处
《陕西师范大学学报（哲学社会科学版）》
CSSCI
北大核心
2006年第4期117-122,共6页
Journal of Shaanxi Normal University(Philosophy and Social Sciences Edition)
关键词
中国儿童
第二语言
幼儿英语浸入式教学实验
Chinese children
second language
A Synthesized Immerging English Course for Pre-school Children
