CAJ | 학술논문

双语教学的有效性除了外在物质客观条件，关键在于学习主体（学生）的学习习得能力。本文根据操作性条件反射理论，剖析了高校双语教学的本质，从战略上重新审视激励型双语教学，指出双语教学的瓶颈在于对学生的激励与有效强化，并从教学目标、强化力度、强化的及时性及情感强化等方面提出了激励途径，最终实现快乐有效的双语教学与学习。
쌍어교학적유효성제료외재물질객관조건，관건재우학습주체（학생）적학습습득능력。본문근거조작성조건반사이론，부석료고교쌍어교학적본질，종전략상중신심시격려형쌍어교학，지출쌍어교학적병경재우대학생적격려여유효강화，병종교학목표、강화력도、강화적급시성급정감강화등방면제출료격려도경，최종실현쾌악유효적쌍어교학여학습。
Besides outside objective factors, the key point lies in learning agent, students, in order to effec-tively carry out bilingual teaching.According to the theory of operant conditioning , this paper analyzes the na-ture of bilingual teaching in colleges and universities in China, strategically surveys incentive bilingual teach-ing, points out the bottlenecks in bilingual teaching depend on effective motivation and intensification toward students.This paper puts forth incentive ways to realize happy and effective bilingual teaching and learning in terms of teaching objectives, degrees, timeliness and emotion of intensification.