1. Improvement of students’ English ability:

    In order to enhance students' English proficiency, the school's full-time teachers measure students' English proficiency and ability and compile four teaching materials for listening, speaking, reading and writing to help students improve their English learning effectiveness; the Bilingual Learning Promotion Office invites students both inside and outside the school through lectures, speeches, etc. Professional scholars and experts come to the school or use online meetings to share content on different topics with students, and students are open to ask questions and interact with scholars and experts, so that students can express themselves through oral expression and learn about the topics they are interested in. The topic and content can be discussed and researched more deeply, thereby stimulating the interest of participating students in the topic and content, and can guide students to guide and explore their interests in different fields. The Bilingual Learning Promotion Office launched two non-credit English courses in the 2012 academic year. A total of ten classes were opened and a total of 122 students signed up. This course uses the school's self-compiled learning materials and the appropriate teaching materials selected by each instructor based on the teaching topics and students' English abilities to enhance students' four English skills (4 Skills) of listening, speaking, reading, and writing, so that students can prepare for the future workplace and The basic English skills you have in daily life will be more handy. The first period started from December 4, 2012 to January 5, 2013, with a total of 57 students registering for electives. The second period started from February 19, 2013 to March 22, 2013, with a total of 65 students. Students registered for electives; finally, our school specially opened students’ workplace English in-depth courses and professional English courses. A total of 8 courses were offered in the first and second semesters of the 2012 academic year, totaling 288 hours. By taking special professional English courses, students took advantage of the courses taught by teachers. Professional English skills and methods not only make students' future career choices clearer, but also enable students to enter the best working conditions as soon as possible after graduation; this aspect mainly includes self-taught content, courses, Textbook content, teaching assistants, etc. are used to improve students' basic English skills so that they can better face the challenges of EMI courses.

2. Construction of EMI teaching and support system in school:

    Through the coordination between the school administration system and the teaching end departments of our school, each department of our school offered a total of 126 EMI professional courses in the 2012 academic year. Therefore, in the 2012 academic year, our school reached 50.52% of sophomore students and 63.59% of first-year master's students. , take more than 1 EMI course (please refer to the table below); and in the 111 academic year, each department of our school has offered at least 1 or more EMI courses for the sophomore and first-year master's classes. This school has every academic year. It is planned to hold a consensus meeting of each college to study the number of EMI courses. In the future, the school can achieve at least 50% of sophomores and first-year master students to take EMI courses. In addition, in the 2011 academic year, the school passed the "Chinese Culture University Award for full-time teachers to teach in English" "Implementation Points" encourages teachers to offer all-English courses, and our school adopted the "Implementation Measures for the Chinese Culture University EMI Bilingual Project "Teacher Professional Growth Community" on May 13, 2020, to encourage teachers to participate in the teacher professional growth community. And share teaching methods and learning with each other in the professional growth community; in order to understand the impact of the promotion of EMI courses on teachers' teaching, we conducted an analysis of the teacher teaching opinions survey at the end of the EMI course through our school affairs research. At the end of the 112 school year EMI course According to the teaching opinion survey, students all gave high evaluations to teachers' teaching methods and teaching content. From the questionnaire analysis, it can be seen that the implementation of EMI teacher community and training in the 112th school year has improved the teachers' teaching methods and methods as a whole, so that students give positive evaluations of EMI courses; For activities such as lectures at other schools, teacher training, and teachers' on-site study, our school actively shares information about relevant activities of other schools, and strongly encourages and assists our teachers to participate and apply, thereby achieving horizontal interaction between our school and other schools, so that teachers who are interested in EMI courses can receive Benefit from mutual learning.

3. Online teaching materials assist full English teaching:

    Since the 2010 academic year, every EMI course offered by our school in each academic year has been equipped with trained teaching assistants to assist teachers in online operations, in order to reduce students' obstacles and difficulties in learning professional courses due to language problems. , the Bilingual Learning Promotion Office plans to purchase relevant video equipment for teachers to use. Teachers can record the content of the class or record videos related to the introduction of English proper nouns related to the course before class, and provide them to the teachers. We can place the video in the "English-taught area" in the school's tutoring system to provide students with class preview and review in their spare time; in order to achieve effectiveness in online assisted EMI teaching, our school continues to implement the "Cross-English Teaching Area" in the 2012 academic year. The school's EMI teacher growth community", the community names are: "EMI Happy Learning Center", "EMI teaching teachers' English teaching knowledge and ability growth community", through this teacher growth community to attract interested teachers who teach EMI in the whole school to participate Among them, teachers’ interest in bilingual teaching and learning can be enhanced.

Future Prospects for the Bilingual Learning Program of Chinese Culture University

    Our school has been implementing all-English teaching since the 1999 academic year. Although the main purpose of the implementation is to recruit overseas students, it initially started with master's and doctoral classes, and the bachelor's degree program will offer a global business degree program taught entirely in English, recruiting both overseas and domestic students. born. Because of the good implementation results, it was promoted to bachelor's, master's and doctoral classes with non-overseas students as the mainstay. Our school has accumulated more than 10 years of experience, allowing this participation in the EMI plan to evolve from its inherent foundation to widespread implementation throughout the school, increase the proportion of EMI and train more seed teachers.
    Our school's "Bilingual Learning Plan for College Students" continues to adopt three strategies: "improving students' English proficiency", "constructing teachers' teaching and support systems" and "utilizing online teaching resources". Among them, "improving students' English ability" "English proficiency" is implemented through "Freshman English Grading Reform" and "Students' English Literacy Improvement Plan"; "Constructing Teachers' Teaching and Support Systems" is implemented through "EMI Course Development and Planning", "EMI Teacher Training" "Curriculum and Support System Construction", "Incentive Measures for EMI Teachers" and "Management and Evaluation of EMI Teaching" are implemented as guidelines; "Using software and hardware resources to assist in full English teaching" is based on "Using online platforms to improve learning effects" and "training teaching assistants" as the implementation policy. It is hoped that through the implementation and promotion of EMI, the English teaching skills and quality of our teachers will be generally improved, and our students' interest in independent learning of English will also be enhanced, and the effectiveness of subject English learning will be improved, thereby Integrate with the international job market and enhance the international communication and mobility of teachers and students throughout the school.

    In the face of international trends and competition, and driven by the development of the new 2030 bilingual national policy, our school fully participates in the Ministry of Education’s bilingual learning plan for college students, hoping that through the planning and implementation of the plan, we can cooperate with The government implements and realizes the vision goal of the 2030 bilingual plan - "to enhance the English proficiency of the people, enhance the country's competitiveness, and integrate with international industries."