| ACKNOELEDGEMENTS | 第1-5页 |
| ABSTRACT | 第5-6页 |
| 中文摘要 | 第6-7页 |
| CONTENTS | 第7-10页 |
| LIST OF ACRONYMS | 第10-11页 |
| CHAPTER Ⅰ INTRODUCTION | 第11-15页 |
| ·Background of the study | 第11-13页 |
| ·The Research Questions and the Significance of the Research | 第13页 |
| ·The Overall Structure of the Study | 第13-15页 |
| CHAPTER Ⅱ LITERATURE REVIEW | 第15-20页 |
| ·An Overview of CBI concepts | 第15-17页 |
| ·The Definitions of CBI | 第15-16页 |
| ·The Rationale for CBI | 第16-17页 |
| ·Krashen’s Comprehensible Input Hypothesis | 第16-17页 |
| ·Cummins’CALP Theories | 第17页 |
| ·The Relative Theories of Bilingual Education | 第17-20页 |
| ·The Definition of Bilingual Education | 第17-18页 |
| ·Previous Research on Bilingual Education Models in China | 第18-20页 |
| CHAPTERⅢ THEORETICAL BASIS | 第20-37页 |
| ·Met’s Continuum of the Main CBI Models and COLDR | 第20-22页 |
| ·The Teaching Elements in CBI Models and COLDR | 第22-23页 |
| ·The Decisive Role of Students’Needs in MET’s Continuum | 第23-25页 |
| ·The Immersion Model | 第25-27页 |
| ·An Introduction of Immersion Model | 第25页 |
| ·The Cooperation of the Teaching Elements in Immersion Model | 第25-27页 |
| ·The Sheltered Model | 第27-29页 |
| ·An Introduction of the Sheltered Model | 第27-28页 |
| ·The Cooperation of the Teaching Elements in Sheltered Model | 第28-29页 |
| ·The Adjunct Model | 第29-31页 |
| ·An Introduction of the Adjunct Model | 第29页 |
| ·The Cooperation of the Teaching Elements in Adjunct Model | 第29-31页 |
| ·The Theme-Based Model | 第31-33页 |
| ·An Introduction of the Theme-Based Model | 第31页 |
| ·The Cooperation of the Teaching Elements in Theme-Based Model | 第31-33页 |
| ·The Language Class with Frequent Use of Content for Practice | 第33-34页 |
| ·An Introduction of the Language Class with Frequent Use of Content for Practice | 第33页 |
| ·The Cooperation of the Teaching Elements in the Language Class with Frequent Use of Content for Practice | 第33-34页 |
| ·The Balance Principle Drawn from Met’s CBI Models | 第34-37页 |
| CHAPTER Ⅳ THEORETICAL FRAMEWORK FOR BILINGUAL EDUCATION MODELS IN CHINA | 第37-42页 |
| ·Characteristics of Chinese Bilingual Education Context | 第37-38页 |
| ·The Different Status of English | 第37-38页 |
| ·The Different Aim of Bilingual Education | 第38页 |
| ·CBP and Improving Bilingual Education Models in China | 第38-42页 |
| CHAPTER V RESEARCH METHODOLOGY | 第42-49页 |
| ·Research Subjects | 第42页 |
| ·Sampling Procedures | 第42-43页 |
| ·Research Methods | 第43-47页 |
| ·Interview | 第43页 |
| ·Questionnaire | 第43-47页 |
| ·Description of the Structure of the Questionnaire | 第44-46页 |
| ·Description of the Content of the Questionnaire | 第46-47页 |
| ·Method of Data-collection and Data-Analysis | 第47-49页 |
| CHAPTER Ⅵ DATA COLLECTION AND ANALYSIS | 第49-64页 |
| ·Qualitative analysis | 第49-50页 |
| ·Quantitative Analysis | 第50-64页 |
| ·General Evaluation of the Effectiveness of the Three Bilingual Courses | 第50-54页 |
| ·Self-analysis on Subjects’Needs for Bilingual Courses | 第54-56页 |
| ·Self-evaluation on Subjects’Own Language Proficiency | 第56-57页 |
| ·Evaluation on Teachers’ Language Proficiency and Subject Competence | 第57-59页 |
| ·Evaluation on the Suitability of the Textbook | 第59-61页 |
| ·Evaluation on the Effectiveness of the Classroom Instruction | 第61-63页 |
| ·Evaluation on the Effectiveness of the Assessing Way | 第63-64页 |
| CHAPTER Ⅶ RESULTS and DISCUSSION | 第64-71页 |
| ·Major Findings in EEA and Application of the CBP to It | 第64-66页 |
| ·Major Findings in EEA | 第64-66页 |
| ·Application of the CBP to EEA | 第66页 |
| ·Major Findings in FTFS and Suggestions on How to Improve | 第66-68页 |
| ·Major Findings in FTFS | 第66-68页 |
| ·Application of the CBP for FTFS | 第68页 |
| ·Major Findings in FEC and Suggestions on How to Improve | 第68-71页 |
| ·Major Findings in FEC | 第68-70页 |
| ·Application of the CBP to FEC | 第70-71页 |
| CHAPTER VIII CONCLUSION | 第71-72页 |
| BIBLIOGRAPHY | 第72-76页 |
| APPENDIXES | 第76-78页 |
