ABSTRACT
Objective] To probe into a case of bilingual classroom teaching model in a TCM university, expect to find that if the current bilingual teaching could achieve the goal of raising ability both in disciplinary knowledge and language competence advocated by content-based instruction teaching idea, explore the possible problems and propose some corresponding solutions. [Methods] Empirical research method was used to execute quantification statistics on classroom teaching activity and the discourse between teacher and students, combining with qualitative data from questionnaires and interviews. By the methods above, this paper expected to embody the present situation and problems of the bilingual teaching in a TCM university. [Results] For classroom teaching both in disciplinary knowledge and language forms, there was a phenomenon that input and output forms were single, so that the function of other effective classroom activities was ignored. It was still a teacher-centered classroom with teacher as the main body of classroom. Students' insufficient competence and teachers' limited level were still a main problem to be solved. Compared with time of disciplinary knowledge, focus on language was less and the output time of language was compressed. [Conclusion] It's necessary to richen the classroom teaching mode. Cognition of both teacher and students on bilingual teaching shall change, giving consideration to disciplinary knowledge and language competence, overcoming language weakness and facilitating the two-sided promotion.