Biological Bilingual Teaching, Cooperative Learning In Empirical Research

Facing the rapidly increasing requirement of the economic internationalization, mastery of English as second language that has been very important for young people in future. In recent years, People's Republic of China has extensively implemented education transformation, which include bilingual education. All teachers are challenged by an urgent need for changing their instructional ways.As a type of "student-centered learning", cooperative learning is a productive research-based strategy for science learning. For the reason second language is developed by talking with each other that social interaction deriving from cooperative learning is beneficial for language learning. At the same time, the content knowledge and high thinking skills development can be acquired in negotiation with each other and authentic communication.This project includes five parts. The first part introduces the general situation of the research in bilingual education except clarifies some relative terms and cognitive theory about bilingual education. The second part gives a literature review about the cooperative learning and analyzes the differences between cooperative learning and "teacher-centered" learning. The third part provides some case studies about biology lessons with using cooperative strategies in bilingual classroom and evaluates their feasibility and maneuverability. The forth part discusses the significance of the assessment for teaching in bilingual classroom, puts forward some principles about it. It also designs and identifies some measured standards to evaluate a biology lesson in bilingual situation. The last part examine the results of using the cooperative strategies in bilingual science setting through questionnaire and control experiment, analyzes its advantages and some barriers to implement it It also provides some suggestions for effectively using cooperative strategies to gain success in bilingual science education.