The Diagnosis And Countermeasure Research On The Training Of The Middle School Bilingual Teachers In Suzhou Urban District

In recent years, numerous bilingual teaching experimental schools have sprung up all over the country. As the foremost executor and most important discharger of this task, the quality of bilingual teachers will exert a key influence over the fulfillment of this objective. As bilingual teaching becomes more prevalent, the consensus in the educational circle is that the dearth of effective bilingual teachers has become a bottleneck problem that constrains the further development of bilingual teaching. In order to break forth from this bottleneck and effectively improve bilingual teaching, the training of bilingual teacher has become an indispensable prerequisite.Bilingual teachers' training is still a relatively new topic in China. The research and discussion of many experts and academicians are confined to a rudimentary level on which experiences are introduced, but no concrete training theory has been established. In practice, the training of bilingual teachers has also met countless obstacles: the current practices emphasizes on pretence but neglects effectiveness; there is a mismatch of the objective of training among the administration, schools and teachers; there is a lack of evaluative measures for the training process. As such, this dissertation brings into focus both the theories and practice of bilingual teaching in foreign countries and aims to gain a better perspective by categorizing their experiences and problems. In so doing, problems in the training of bilingual teachers in our system can be identified and improved upon. On the basis of this investigation, it delves deeper to analyze the current condition of available bilingual teachers in Suzhou in an attempt to uncover the existing problems in the training process. In addition, it also aims to reveal the underlying reasons from three levels, i.e. the educational administrations, schools and teachers, and to give advice and device appropriate ways to deal with the situation. The main issues covered in this dissertation are how to set up systematic procedures and standardize the training of bilingual teachers, as well as how to accelerate the development of educational specialization through the training of bilingual teachers. The structure of the dissertation comprises the following parts: the first part is the introduction. It explains the reason for choosing this particular topic from the several points of view, such as the social background of bilingual teaching, the current condition of available bilingual teachers, the need for such teachers from the society and my personal teaching experiences. It summarizes both the research purpose and main content of this dissertation and presents the methodology and framework of this research. The first chapter lays out the research basis and supporting theories; it not only defines key concepts, but also categorizes and analyzes the research theories delivered from both China and overseas to provide support for this dissertation. The second chapter compares the exploration of bilingual teaching in the United States, Canada and Finland and sums up their experiences gleaned and difficulties encountered, so as to provide enlightenment for our own country. The third chapter examines the current situation of bilingual teachers' training in Suzhou. Through statistical investigation and interviews, it garners the opinions of bilingual teachers with respect to the training they have undergone. Henceforth, it analyzes the existing problems in the training process from the perspectives of the educational administrations, the schools and the teachers in order to study the fundamental causes behind it, so as to provide ground for the rectification and improvement of bilingual teacher training. The fourth chapter composes of thoughts and advice for the training of bilingual teachers in secondary schools. It proposes ideas and suggestions in accordance with the responsibilities the educational administrations, schools and teachers have, so as to improve the effectiveness of the training of bilingual teachers, enhance the overall qualities of bilingual teachers in secondary schools, and strengthen and consolidate the roles bilingual teachers play.