Acceso usuarios
Xiangchong Pan
, Wei Zhong
There is a growing emphasis on Chinese-English bilingualism among international undergraduates in China, driven by an increase in international student enrolment and the Chinese educational authorities’ standards for Chinese proficiency. According to these standards, students must achieve level four on the Chinese proficiency test to obtain a bachelor's degree, underlining the importance of Chinese-English bilingual courses (CEBC) in academic settings. However, feedback from class observation and a questionnaire survey conducted by the author reveals significant concerns regarding the current educational landscape. Through action research, key issues identified include: (1) teaching objectives that do not align with student needs, (2) limited and unengaging textbooks, (3) monotonous teaching methods, and (4) low teaching outcomes. To address these challenges, this study offers solutions to those problems by analysing how to formulate effective teaching objectives, materials, and methods for CEBC from the perspectives of both teachers and students. The implementation of these strategies in 28 participants from September 2022 to June 2023 demonstrated substantial improvements in teaching productivity, contributing to the enhancement of international higher education quality.
