On The Development Of Shanghai's Primary And Secondary Schools In Bilingual Teaching

The developing bilingual teaching in Shanghai has been officially put into experiment since 2001. It has experienced the elementary stage from 2001 to 2005 and now is stepping into the developing stage. Because of the trend of globalization and in order to meet the needs of economic, cultural and educational development of Shanghai, practising and developing bilingual teaching has become the essential part of Shanghai's development, the reform of Shanghai's foreign language teaching as well as the reform of foreign language curriculum in China. The paper starts from the reform of foreign language teaching. It has analyzed the bilingual teaching experiment in Shanghai and further put forward its problems and their corresponding suggestions. By doing so, the writer hopes to push bilingual teaching towards a more scientific and effective direction and finally help change Chinese students'way of English learning.In the introduction part, the writer first has reinforced the fact that English is still the most powerful and useful language in the world. Then she states her thoughts over the value and the function of foreign language curriculum and the present situation of our foreign language teaching. Finally she points out that the purpose of the implementation of bilingual teaching experiment in Shanghai is to develop Shanghai as well as its foreign language teaching.In the first chapter, the writer introduces the changes of foreign language curriculum abroad, the tendency of foreign language teaching and research development both at home and abroad as well as the enlightenment we get from foreign language teaching reforms. Through the introduction she stresses that bilingual teaching has become the essential part of foreign language curriculum reform.In the second chapter, the writer has stated the related issues of bilingual teaching with the focus on the aspects of language learning and the influence of bilingual ability upon the learner's cognitive competence. In the third chapter, by introducing bilingual education in Canada, America, Singapore and Hong Kong the writer does a comparative analysis between bilingual education and bilingual teaching in terms of definitions, purposes, backgrounds, basic forms and patterns.With the above chapters as a prelude, the fourth chapter is the writer's research on the bilingual teaching experiment in Shanghai. Through adopting various research methods she tries to conduct a research on the aspects of the definition of bilingual teaching, bilingual class teaching, bilingual teachers'professional development as well as bilingual learning and teaching evaluation. Based on the achievements we got in the first five years, the writer further digs out the problems that still exist and states her personal suggestion and solution.In the conclusion part, the writer reiterates the importance of thinking out the better solutions to the bottleneck problems such as bilingual teachers'professional development, bilingual textbooks compiling, and bilingual teaching research work. By the way, the writer will continue to endeavour in this respect.