On Bilingual Teaching And Learning In High School Geography

21 century is a new age that will be more challenging and more exciting, the cooperation among the nations in the world will be closer and wider, intercultural communions will be more frequent, and the mankind civilization may reach a higher stage in this century. It is a more urgent task to train a large number of excellent talents who have not only battle specialty skill but also stronger ability of intercultural communication. The Chinese-English bilingual teaching is just a new trial to realize this target in the reform of the teaching. This thesis practises and researches into the process of Geography bilingual teaching to the senior high school students. In our school, the conditions are different from the east of China. There has significance to attempt this teaching method.It is supposed that comprehensible bilingual input will advance English competence and foster to Geography teaching and learning. Thus the main task of the teacher is to practise Chinese-English bilingual teaching in senior school Geography class. In teaching class, comprehensible input is main principle, and the teaching tasks are guaranteed in this teaching method.There are seven parts in this thesis. Part one starts with a brief introduction to the aims and significance of this practice. In the Part Two, the development and study result are introduced. The third part introduces the theories involved in this practice, including Kristen's Input Hypothesis, Language Learning As a Cognitive, and Cummins' Developmental Interdependence Hypothesis.Part Four investigates students' attitude on bilingual teaching, and analyzes the result of the first bilingual class. Part Five introduces the subjects and the procedure used in the author's this experiment. The bilingual teaching strategies used are also described carefully, then described the practice procedure, which falls into anticipative, preparing for class, and bilingual teaching and learning model. Part Six discusses the factors of effecting bilingual teaching, and the students' attitude on bilingual teaching and learning. It concerns data analysis and discussion.Based upon the result of data analysis, conclusion can be drawn: bilingual teaching will foster students to study hard. As long as Geography bilingual teaching is comprehensible input, not only Geography but also English will develop. This method advance subject study, becausestudents have stronger motive on bilingual teaching.The thesis ends with Part Seven, which contains the conclusions and implications of the research as well as the suggestions for further research in this regard. Limitations of this research are presented in this part.