Research On Bilingual Teaching Of Maths In Primary Schools

This paper investigates the bilingual teaching on mathematics in primary school. I analyse the extreme phenomena in bilingual teaching in order to explore the effective strategy, promote the students'acivity of learning mathematics, improve students'English level.The paper involve two methods which are questionnare survey method and comparative study method. I analysed the survey answers from the students receiving bilingual teaching along with their parents and the students without receiving bilingual teaching along with their parents. I found the difficulties encounted in the process and the likely learning methods. In the further research work, I found the way to solve these difficulties.Bilingual teaching on mathematics in primary school must try to stimulate students'learning interest and create a atmosphere which let stduents participate into the learning activty. The transitive bilingual teaching model combined with some facilitate teaching methods such as morning reading, math-English lessons and so on.Practice shows that bilingual teaching on mathematics is feasible. Math teachers must clear that the freuency of using English in math class should spiral up. The superior education department also should be clear that editing of teaching maerials for bilingual education and excellent faculties.There are five part in my paper.In part I, the problems in bilingual teaching are introduced. I mainly discuss the background and meaning of the research, and make the goal and contents of the research clear.In part II, the summarization of bilingual teaching is given. I present the definition of the concepts related to bilingual teaching in math of primary school. And I summarize bilingual teaching both at home and abroad, where I focus on the mode of bilingual teaching in current China.In part III, I mainly introduce the effective strategies in bilingual teaching. These strategies are presented mainly aiming to solve the problems existing in the following three aspects. The first one is learning emotion and sense of participation. The second one is foundation of language and cognition pattern. And the third one is activities in and out of class and campus culture.The teaching explorations and practices in math bilingual teachign are proposed in the last part. Combined with the teaching practice , I state the feasibility, frequency of lilingual, teaching model, teacher and quality of teachers for bilingual teaching in primary school. Meanwhile, I use the practice case to denmonstrate that the frequency of foreign language is helical and the transitional models of teaching should be adopted.The brief practice conclusions and suggestions are given in Part 5. The achievements mainly are in the following two aspects. One is that we obtained the conclusion that bilingual teaching in math class is feasible, and the frequency of using English in math class should be spiral up. The other one is tha I suggest lilingual teaching materials and teachers are necessary in bilingual school.