| This paper is composed of introduction and five parts of contents. Part one, The Base of Chemical Bilingual Teaching Research. Part two, The Explor of Bilingual Teaching Theory. Part three. The Research of Meriting Standard in Chemical Bilingual Teaching Contents. Part four, The Research of Activity Mode for Chemical Bilingual Teaching. Part five, Results and Thinking.In introduction and part one, some cases of bilingual education and teaching in domestic school and abroad are inspected. The targets, three enforcement levels, and location for chemical bilingual teaching are setteled.In part two, because of the feature that bilingual teaching consists of both Chemistry and English, a new idear is brought forth in theory study of the paper, that is, the mainly theory study is linguistics theory, furthermore, the integration of linguistics and science teaching theories is studied. In the paper, the theaching theories consist of five aspects: (1) communication linguistics theory; (2) English teaching theory of "integration"; (3) bilingual education theory; (4) the language features of specialty English; (5) Bruner's classifying theory and code system theory.In part three and part four, according to the theories above, the paper has made research on the research of meritfying standard in chemical bilingual teaching contents and the research of activity mode for chemical bilingual teaching. There are five meritfying standards: (1) to show chemistry charm and stimulate students' curiosity; (2) to show the regularity of chemistry English expression; (3) to follow responsible chemistry text book, and to have certain challengement, thinking andnovel; (4) to emphysize science history education and science spirit development; (5) to penetrate the relationship among science, technologe and society. According to my teaching theory study on teaching practice, six modes for chemical bilingual teaching activity are designed: (1) group-class mutual activity; (2) autonomous association for memory; (3) experiment-expression mutual activity; (4) demonstration reading out activity; (5) inquiring information exercises. This six activity modes are benefit for students in listening, speaking, reading and writing for chemical English. Moreover, the cases are used to illustrate how my study results make ef fectivity on my teaching practice.During about two years of writing my paper, I have been studying bilingual teaching with my self-compiled material. In addition, I have done some following works: to compile usual chemistry English words (basic concepts and basic theory), to translate chemical experiment for students of senior one, to translate exercises for students of senior one, to accumulate and compile about twenty parts of bilingual teaching material, to design about ten classes of teaching material, to issue my article in an important magazine of our contoury, to take part in the chemistry bilingual teaching study group of Shanghai, etc. Through bilingual teaching, the students have made progress in following aspects: (1) they have enlarged science vocabulary obviously, and feel easy to accept them; (2) they have read some science material more fluently, and their ability has risen in inquiring from internet; (3) they can express, in English, some usual chemical terminology, chemical principle, substance phenomenon and experiment procedures; (4) in both chemistry and English, they have certain confidence to study well, and have made great progress in both subjects comparing with students of no bilingual teaching. |
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