In recent years, bilingual education in China has been in rapid progress. Except the course of commercial economy, the subjects of bilingual education have expanded to computer science, literature, law and natural science, etc. This also leads to a key problem in which student with poor foreign language proficiency will encounter diffic- ulties when they study professional knowledge. So how to help students acquire sufficient foreign language is the key problem. In Australia, CBI-oriented knowledge frame penetrates into the thinking skill of all subjects, which can efficiently unify language and content of courses. Knowledge frame is a very important concept to support CBI education, which also transmits the traditional teaching methodology of acquiring language competence to acquiring language competence through studying professional knowledge. This new teaching idea and mode provide enormous insights for the development of bilingual and foreign language education in China.%中国高校的双语教学近年来得到了长足的发展,双语教学的学科也由原来单一的商贸经济类学科扩展到计算机、文学、法律和自然科学等学科。随之产生的一个较为突出的问题就是一些外语能力薄弱的学生在理解学科知识方面会遇到困难,如何帮助学生掌握足够的外语技能以应付学科学习是一个亟待解决的问题。在澳洲以教学内容为依托（Content-based instruction,简称CBI）的知识框架贯穿于所有学科的思维技能中,可以将语言和教学内容有效地组织、结合起来。知识框架是支撑CBI教学的重要概念,它将传统获得语言能力的教学法转变为通过学习专业学科知识的同时来获取语言能力。这种新的教学理念和教学模式对我国高校双语教学和外语教学都将产生积极巨大的启发和影响。
展开▼
