A Study On The Influence Factors Of Bilingual Teaching In History Class In Junior High School

Bilingual teaching has become a hot issue as a new field in the present teaching reform. Researches in theory and practice in this field become a most beautiful landscape in education. Before bilingual education was launched in China, it has been practiced in USA, Canada, Australia, and Singapore for long term. Research shows that the bilingual education is not only successful in USA, Canada, Australia, and Singapore, but also in Australia, Japan, Russian, Hungary, and Bulgaria which are single language countries.In China, bilingual teaching had been suspected in both theory and practice from the beginning it was introduced to China. And the research in theory is still on the surface of introducing the successful teaching results from other countries. Though bilingual teaching has been implemented in many provinces and cities and gained some good results. There are still many problems and misunderstandings about it. After making attribution of these problems and misunderstandings, we can find out the factors which influence the bilingual teaching in our country. The main factors include: teaching aims, subjects, students'psychological characteristics and the teacher etc. In order to better develop bilingual teaching, it's necessary to make further research on these factors.The present research mainly focuses on the following two issues: 1.How do these factors mentioned above influence bilingual teaching? 2. How to change these factors into positive ones?This research begins with theoretical study of bilingual education, and find out the factors which influence bilingual teaching practice. Then bilingual history teaching was implemented in junior middle school to testify the influence by the factors to find out a sure way to promote its development in China.Through the experiment, the author formed her own teaching models in bilingual history teaching in junior middle school, they are: Conventional Penetration Model, Comparing-and-exploring Model and Activity-experiencing Model.The research results prove: 1. The three teaching models can meet the present history teaching situation of junior school, and impel those factors to have positive impact on bilingual teaching. 2. In bilingual teaching, the use of English should be closed related with the subject. 3. We should not seek perfection in bilingual teaching. The most important is to have a try. Only if we have a try we can we do much better. In the bilingual teaching process, teacher and students are companions, they both experience"learning by doing", and both improve their English.Though the experiment proves effective in both English and history learning, there are still many problems to be solved, such as evaluation, teaching time and teaching materials etc. since this bilingual teaching is in history, there maybe different problems in different subjects, I hope more researches will be focused on this field to make up the gap.