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一、双语教学在旅游学科的应用模式及遇到的困难和问题1.旅游专业双语教学模式欠规范目前学生重视外语学习都在于一种功利性追求。即通过各类外语水平考试,为出国做准备,迎合就业单位的要求等,而没有能够将外语学习与专业学习有机地结合起来,更没有充分认识外语课和专业课的良性互动关系。有的学校将双语教学作为装饰门面,或为了应付上面的检查而做的工作。在时间安排上,从大一开始就开设原版教材课程而又缺乏考虑原版教材知识体系与基于这门课程的后续课程的一致性,致使课程重复或者脱节。甚至一些用母语学起来都很吃力的课程如旅游文学、旅游政策与法规等也使用双语教学,这就降低了学生的学习兴趣。所有这些因素都给规范双语教学活动带来了诸多难度。
First, the application of bilingual teaching in tourism disciplines and the difficulties and problems encountered 1. Tourism bilingual teaching model is not standardized At present, students attach importance to foreign language learning lies in a utilitarian pursuit. That is, they pass various foreign language proficiency exams, prepare for going abroad, meet the requirements of employment units, etc., failing to organically combine foreign language learning and professional learning, and fail to fully understand the positive interaction between foreign language courses and specialized courses. Some schools use bilingual teaching as a decorative facade or in order to cope with the above examination. In terms of scheduling, the opening of the original textbook course from the freshman year and the lack of consideration of the consistency of the original textbook knowledge system with subsequent courses based on this course resulted in the repetition or disunion of the course. Even bilingual courses, such as tourism literature, tourism policies and regulations, which are very difficult to learn in mother tongue, also use bilingual teaching, which reduces students’ interest in learning. All these factors bring a lot of difficulty to the standard bilingual teaching activities.