Since 200 1 Ministry of Education put forward the requirement of bilingual teaching in "Several Opinions on Strengthening Undergraduate Teaching in Colleges and Universities and Improving Teaching Quality", most colleges and universities in China have successively set up a series of bilingual teaching courses. Bilingual teaching can greatly improve the quality of undergraduate education in China, which is the development trend of Chinese higher education to innovative international higher education. Bilingual teaching of western economics is the need to cultivate compound international talents and promote the combination of localization and internationalization of economics. However, the effect of bilingual teaching is not obvious, which requires us to explore and study. In view of this, this paper will take the students of the bilingual course of Western Economics in the School of Economics and Management of Chongqing A University as the investigation object, and objectively evaluate the teaching effect of Western Economics from the students' point of view, so as to further promote the course construction and improve the quality of bilingual teaching.
1 research object and questionnaire distribution
The research object of this research group is the students of two junior classes in School of Economics and Management, Chongqing A University. The survey methods include questionnaire survey and sampling interview. * * * Distribution of questionnaires 100, all of which were recovered. Excluding incomplete information and untrue questionnaires, * * * got 90 valid questionnaires, with an effective rate of 90%.
2 Questionnaire design and survey results
On the basis of literature analysis, the questionnaire was compiled through a series of processes, such as interviews, consulting relevant questionnaires, soliciting opinions from experts and some young teachers. The questionnaire is mainly designed from four aspects: teaching design, students' learning ability, teachers' teaching ability and influencing factors of teaching effect. On the basis of questionnaire design, the survey results are statistically analyzed.
3 Survey results and analysis
3. 1 Instructional design evaluation
3. 1. 1 course
The survey results show that 63.3% students support bilingual teaching of western economics, while the rest do not. 34.4% of the students think that the purpose of the course is to improve students' English level, 65,438+065,438+0.1%of the students think that its purpose is to absorb advanced foreign knowledge, and 47.8% of the students think that its purpose is to cultivate international economic professionals. 12.2% students are satisfied with the existing courses, 32.2% students are satisfied, 40% students feel ordinary, and only 15.6% students are dissatisfied. To sum up, the practice is feasible. When students are not clear about the purpose of offering, teachers should guide them correctly to achieve the expected results.
3. 1.2 Selection of teaching materials
This course chooses Samuelson's English version of Economics as the textbook for bilingual teaching. Only 8.9% students agree to choose pure English textbooks, 12.2% students want to choose domestic textbooks, and 78.9% students want to choose foreign textbooks but have supporting tutorials. 16.7% of the students think the selected textbook is difficult, 35.6% think it is slightly difficult, and 47.8% think it is medium. 62.2% of the students think there are too many professional words in the textbook, 48.9% think the text is too long, 50% think the language is too obscure, and1.1%think the exercises are too difficult.
3.2 Evaluation of students' learning ability
3.2. 1 English proficiency
Based on the current English level, 13.3% students can only understand less than 20% of the lectures, 26.7% can understand 20%-40%, 37.8% can understand 40%-60%, and 16.7% can understand 60%-80%. In addition, 4 1. 1% students feel that their English foundation is obviously insufficient for bilingual learning of western economics, and their English level needs to be further improved.
3.2.2 Autonomous learning ability
When there is no concentration, as many as 53.3% students are playing with their mobile phones, and 22.2% students are in a daze. Only 18.9% students choose to read books by themselves. Outside the classroom, only 7.8% students spend more than 3 hours a week studying this course, 56.7% students spend 1-3 hours, but 35.5% students still spend less than 1 hour. In addition, only 3.3% students have the habit of previewing before class, and 37.8% students never preview; Similarly, only 6.7% students have the habit of reviewing after class, and 38.9% students never have the habit of reviewing after class. 10% of the students will actively consult relevant language reference books after class, and 34.4% of the students will hardly consult relevant reference books. It can be seen that students' self-control ability and autonomous learning ability are relatively poor.
3.3 Evaluation of teachers' teaching ability
3.3. 1 classroom teaching evaluation
In terms of teaching content, 26.7% students think the teaching content is rich and interesting; 46.7% students feel that there are more contents, which can attract their attention most of the time; However, there are still 6.7% students who think the content is not enough and lack interest. In addition, 87.8% students think that the teaching ideas are clear. In terms of classroom interaction, 58.9% students think that the interaction between teachers and students is good, and 36.7% students think that the interaction is average.
The teaching method adopted in this course is mainly English, supplemented by Chinese. Most of the PPT used is accompanied by translation, or at key and difficult points. The survey results show that as many as 7 1. 1% students think that using PPT in class will help to ensure the learning effect of the course. In addition, 34.4% students hope that bilingual courses will be taught in English as much as possible, and Chinese will be used where people don't understand. 27.8% students want PPT and other written materials to be in English, with Chinese as the main spoken language; 24.4% students want to speak English before speaking Chinese; Only 13.3% students want to teach the core content in English, supplemented by Chinese examples.
3.3.2 Teachers' own ability evaluation
84.4% students think that the professional knowledge and ability of the teachers in this course are not bad, and 88.9% students think that the English level of the teachers in this course is relatively good, but some students still think that their relevant professional knowledge and English level need to be further improved. Generally speaking, 82.2% of the students are satisfied with the teacher's classroom teaching level, but there are still 17.8% of the students who feel average.
4 Analysis and summary
Through the analysis of the teaching effect of western economics, it is found that the bilingual course construction of western economics has made some achievements, but there are still some problems such as unreasonable course design, insufficient students' autonomous learning ability and self-control ability, and teachers' classroom teaching ability needs to be further improved. Therefore, the author believes that we should focus on the following aspects.
First, when designing courses, teachers should make clear the teaching objectives and extend the learning time of professional knowledge. Teachers should make clear the teaching goal-to cultivate professional international economic talents and correct students' understanding deviation. Wrong English textbooks should be used as reading comprehension to improve English level, while ignoring the study and mastery of professional knowledge.
Second, teaching in different classes according to students' different English levels can arouse students' enthusiasm and improve their autonomous learning ability. Based on the current uneven English level of college students, we can consider teaching western economics courses in different classes. For students with a solid English foundation, English is the main teaching method, supplemented by Chinese, while for students with a relatively weak English foundation, you can choose Chinese explanation or a lower proportion of English explanation. At the same time, teachers can change the single teaching method, increase the proportion of case teaching in the process of bilingual teaching, and let students analyze and think about cases, so as to deepen their understanding of what they have learned and learn to analyze and solve problems with economic principles. Or choose a topic or individual chapter as the content of students' self-study and self-talk. Students can make a speech before class in the form of group cooperation, so as to cultivate students' awareness of classroom participation and autonomous learning ability, arouse their enthusiasm, and exercise students' thinking ability and oral expression ability.
Third, strengthen the training of bilingual teachers and increase their motivation for self-improvement. Bilingual teaching requires teachers to devote more energy, undertake more work and pressure, and may face lower student evaluation because of poor teaching effect, which will eventually affect teachers' performance appraisal and job promotion. Therefore, in order to make bilingual teaching achieve better teaching results, teachers should keep learning and improve their English knowledge and professional level. At the same time, the school should introduce corresponding rules and regulations, evaluation and assessment systems and assessment methods to ensure the smooth development of bilingual teaching. In addition, the school can select outstanding talents from professional teachers as a teacher reserve for bilingual teaching, actively encourage them to participate in bilingual teaching seminars or go abroad for further study, so as to help teachers improve the level and effect of bilingual teaching, and give more consideration to bilingual teachers when promoting their professional titles, so as to dilute the influence of students' grades on teachers' evaluation.
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