本研究采用定量和定性的研究方法,對黔東南州8所民族小學進行調查,發現教師的雙語教學效果明顯、低年級適合開展雙語教學,課堂雙語教學存在雙語教材使用率低、開展雙語教研活動少、雙語教育經費占比低等問題。以實證的角度分析和思考雙語教學面臨的問題與策略是具有較大的理論價值和現實意義。

Bilingual teaching is not only an important approach to effective implementation of bilingual education,but also an important teaching method to meet the needs of ethnic education. In this study,qualitative and quantitative research methods were both adopted. In addition,two specific methods(i.e. questionnaire survey and telephone interview) were used to gather data. Eight ethnic primary schools in Qiandongnan Miao and Dong Autonomous Prefecture were investigated. The results showed that positive effects of teachers’ bilingual teaching were obvious; bilingual teaching was very suitable for junior grades; and problems such as low utilization rate of bilingual textbooks, lack of bilingual teaching and research activities and low proportion of bilingual education appropriation existed in bilingual teaching. Therefore,empirically analyzing and reflecting on problems that bilingual teaching is faced with are of great theoretical value and practical significance.