Bilingual Mathematics Teaching And Mode Of Analysis

Started from the 1960s, the world entered the blooming economical and technical decay with peace, more and more people consider education as one of the most important and strong strategies in world's competition which may bring fortune and development to individuals and nations. Many countries especially some developed western country has done efforts in adapting bilingual education to have bilinguist with solid technical skills and the best communication abilities. In this case, along with the joining into WTO, China wants talents to promote its economics and innovations in many fields to achieve the dream of revival. So from 2001, many cities from wealthy area in China comply to start bilingual teaching for kids coming from rich families. Simultaneously, some new global concepts and pedagogy are also used or adopted in classroom instructions. But observations still reveal that the growth of authentic practices are faster than the growth of corresponding research in many those kinds of bilingual educations which were lack of research support. This situation may risks much leading to bilingual education of low efficiency or resources wasted. And it does not favor the national training to qualified bilingual talented person.The main purpose of studies in this article focus on analysis on different bilingual models, so as to find out models fit to Chinese present situation and conditions by contrasting the domestic and foreign bilingual education with typical models, essential factors, especially aims to subject bilingual teaching (mathematic bilingual teaching) related to its models and essential factors through an exhaustive summary. Proofs are also derived from linguistic cognitive psychology research and neuronal cognitive research. At the beginning of the article, several definitions are also carried out to traditional linguistic elements within complex and chaotic context.In the ordinary circumstances, an ideal, successful bilingual mathematics educational model does not only need to consider the aspects of curriculum , program assessment, teaching material, teacher etc., it also needs to care about questions with complete design and plan. For example, the aspects like, the portion of instruction medium language in mathematics classroom and how these languages are used, student's age, motivation, anxiety, what kinds of language in use in the bilingual programe, social background and supports, national education policies, and original status of students fundamental knowledge of mathematics. That's to say, to design a better benefit bilingual programe, student's cognitive aspects and learning aspects should be taken into consideration fully.Research in this article also reveals the following conclusions: To learners started with lower age, bilingual mathematics'early education could surpass the later period education, L2 should be taught before math technology. In a full immersion program starting with L2 to students in China, L1 must be taught before the learning of secondary school. Moreover, to learners started with old age, may choose joining into immersion program by parts which will be a benefit. But a transitional bilingual education of mathematic will not help Chinese students to reach the goal of Bilingual familiarity.