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【Abstract】With the widely application of bilingual course in colleges or universities，sports colleges are faced with the enhancement of capability of English communication by opening bilingual compulsory course via combining the special majors.The paper explores the necessity，difficulties，and ways to strengthen students’ mental education by opening bilingual compulsory course（BCC）in sports colleges.
【Keywords】BCC； Olympics； PE； mental development
1.The Definition of bilingual compulsory course
Bilingual Education refers to the teaching process and forms implemented in teaching in order to learn a language other than the native language，which includes immersion bilingualteaching； continuous bilingual teaching； and Transitional bilingual teaching.
2.The status quo of bilingual compulsory course in CUPES
Besides the physical and intelligent education，college students need necessary mental education in PE colleges.Most courses are taught by cramming information on class while most students prefer to get to know more by some provoking and interesting materials designed to be meaningful and inspiring in their future sportsman careers，establishment of self-confidence and self-esteem，pursuit of collaborative teamwork and respecting each other.Now，we are faced with the embarrassing situation of BCC in CUPES in the following 3 aspects： the stereotyped understanding of bilingual compulsory course；the lack of qualified instructors，being short of suitable teaching materials.
3.The model ofopening BCC in CUPES
After the analysis of status quo of mental education in PE colleges，the necessity，feasibility and significance of opening compulsory course the paper put forwards that the bilingual compulsory course of Modern Olympic Anecdotes may works to educate college students mentally via unique education of Olympic spirit.It’s in an urgent situation of opening more meaningful and provoking related bilingual courses in CUPES to enrich the mental education no matter in terms of enriching their knowledge，enhancing their capability of English or physical and mental harmonious developments.It focuses on such 3 points as to whom and who to open the course，what to teach，and how to teach.
The students who are willing to take the course are the group with clear objectives of learning in a short-term.They prefer to practice or reinforce English by taking advantage of this bilingual course at first for a certain purpose.Three lecturers inOlympic culture major，the education major，and TESL backgroundsfrom two departments of CUPES can be organized together to edit a book for the course and to open this course. In order to highlight its outstanding characteristics of the course attracting students’ constant attentions，what the lecturers teach on class and what students can get from the teaching is essential during the courses.All the anecdotes and stories should be rechecked by Olympicauthoritativeprofessionals to make sure that the contents spans from the inspiring and funny historical stories and famous athletes anecdotes to Olympic values，its relationships with society etc..
As to how to teach，the interest-provoking materials and series of organized activities should be employed flexibly in order to input effectively Olympic knowledge indoor and practice what they have learnt outdoor.Lastly the meaning of opening the course is expected that it is not only a brand-new model in PE colleges as a good example of horizontal cross in teaching but also helps unconsciously students to cultivatecollaboration，fair play，persistence，enterprise，and harmonious development mentally and physically.Opening the course accelerates students to realize the special value of the Olympic education to higher education and explore other ways to merge the Olympiceducation and high education in China.
Opening BCC accelerates students to realize the special value of the Olympic education to higher education and explore other ways to merge the Olympiceducation and high education in China.
Reference：
[1]Chen Youqing.Promoting Classroom Teaching Functions in Quality-oriented Education[J].Education Research No 1 2007 General，No.324.
[2]Li Suhua，Research on Effect of Olympic Spirit on Mental Education of Contemporary College Students[J].Journal of Harbin Institute of Physical Education Vol.27 No.6 2009.
[3]Lu Yuan Zhen，Olympic Games and the Current High Education[J].Journal of Guangzhou Institute of Physical Education.Vol.22.No.4 2002.
作者简介：湛冰（1980-），女，讲师，首都体育学院外语教研室；硕士。研究方向：外语教学、体育人文社会学。
【Keywords】BCC； Olympics； PE； mental development
1.The Definition of bilingual compulsory course
Bilingual Education refers to the teaching process and forms implemented in teaching in order to learn a language other than the native language，which includes immersion bilingualteaching； continuous bilingual teaching； and Transitional bilingual teaching.
2.The status quo of bilingual compulsory course in CUPES
Besides the physical and intelligent education，college students need necessary mental education in PE colleges.Most courses are taught by cramming information on class while most students prefer to get to know more by some provoking and interesting materials designed to be meaningful and inspiring in their future sportsman careers，establishment of self-confidence and self-esteem，pursuit of collaborative teamwork and respecting each other.Now，we are faced with the embarrassing situation of BCC in CUPES in the following 3 aspects： the stereotyped understanding of bilingual compulsory course；the lack of qualified instructors，being short of suitable teaching materials.
3.The model ofopening BCC in CUPES
After the analysis of status quo of mental education in PE colleges，the necessity，feasibility and significance of opening compulsory course the paper put forwards that the bilingual compulsory course of Modern Olympic Anecdotes may works to educate college students mentally via unique education of Olympic spirit.It’s in an urgent situation of opening more meaningful and provoking related bilingual courses in CUPES to enrich the mental education no matter in terms of enriching their knowledge，enhancing their capability of English or physical and mental harmonious developments.It focuses on such 3 points as to whom and who to open the course，what to teach，and how to teach.
The students who are willing to take the course are the group with clear objectives of learning in a short-term.They prefer to practice or reinforce English by taking advantage of this bilingual course at first for a certain purpose.Three lecturers inOlympic culture major，the education major，and TESL backgroundsfrom two departments of CUPES can be organized together to edit a book for the course and to open this course. In order to highlight its outstanding characteristics of the course attracting students’ constant attentions，what the lecturers teach on class and what students can get from the teaching is essential during the courses.All the anecdotes and stories should be rechecked by Olympicauthoritativeprofessionals to make sure that the contents spans from the inspiring and funny historical stories and famous athletes anecdotes to Olympic values，its relationships with society etc..
As to how to teach，the interest-provoking materials and series of organized activities should be employed flexibly in order to input effectively Olympic knowledge indoor and practice what they have learnt outdoor.Lastly the meaning of opening the course is expected that it is not only a brand-new model in PE colleges as a good example of horizontal cross in teaching but also helps unconsciously students to cultivatecollaboration，fair play，persistence，enterprise，and harmonious development mentally and physically.Opening the course accelerates students to realize the special value of the Olympic education to higher education and explore other ways to merge the Olympiceducation and high education in China.
Opening BCC accelerates students to realize the special value of the Olympic education to higher education and explore other ways to merge the Olympiceducation and high education in China.
Reference：
[1]Chen Youqing.Promoting Classroom Teaching Functions in Quality-oriented Education[J].Education Research No 1 2007 General，No.324.
[2]Li Suhua，Research on Effect of Olympic Spirit on Mental Education of Contemporary College Students[J].Journal of Harbin Institute of Physical Education Vol.27 No.6 2009.
[3]Lu Yuan Zhen，Olympic Games and the Current High Education[J].Journal of Guangzhou Institute of Physical Education.Vol.22.No.4 2002.
作者简介：湛冰（1980-），女，讲师，首都体育学院外语教研室；硕士。研究方向：外语教学、体育人文社会学。