基于文本分析法微观经济学双语教学提升学习效果的机制分析  

Analysis on the Mechanism of Bilingual Teaching to Improve Learning Effectin Microeconomics Based on Text Analysis

作　　者：杨锐[1] 车通 YANG Rui;CHE Tong(Dongwu Business School,Soochow University,Suzhou,Jiangsu 215021,China)

机构地区：[1]苏州大学东吴商学院,江苏苏州215021

出　　处：《教育教学论坛》2020年第47期134-136,共3页Education And Teaching Forum

基　　金：2020年苏州大学高等教育教改研究项目“双语教学影响微观经济学课程学习的机制与效果研究”(SJ20201201);2019江苏省高校哲学社会科学研究一般项目“双一流建设背景下高校进一步深化科技体制机制改革的实践研究”(BH11050119)。

摘　　要：以S大学商学院2019级会计学专业77名学生为双语教学的实验对象,通过文本分析法分析微观经济学双语教学影响学生学习效果的机制分析,有如下观点:第一,双语教学通过提高学生听课注意力提升学习效果:(1)双语教学中的语言切换可以督促学生课堂专注而不易走神;(2)双语教学中的语言切换所产生的新颖性可以缓解学生注意力疲劳。第二,双语教学通过增强学生对专业知识的理解提升学习效果:(1)中英文语言的交替使用能够帮助学生理解经济学概念和知识之间的逻辑联系;(2)中英文语言融合促进学生对知识点的交叉思考。Based on text analysis,this paper explores the mechanism of bilingual teaching to improve the learning effect in Microeconomics Course by selecting 77 students from the Business School of S university.This paper has the following conclusions:first,bilingual teaching can improve learning effect by attracting students'attention,which means:(1)the switch of language in bilingual teaching can urge students to focus in class and not be distracted;(2)the novelty derived from bilanguage switching can alleviate students'attention fatigue.Second,bilingual teaching can improve learning effect by enhancing students'understanding of specialized knowledge,which means:(1)the alternate use of Chinese and English help students understand the logical relationship between economic concepts and knowledge;(2)the combination of Chinese and English promotes students'cross-thinking of knowledge points.

关 键 词：文本分析法 双语教学 学习效果 微观经济学 

分 类 号：G642.4[文化科学—高等教育学]