Bilingual High School History Teaching Practice And Thinking

With the integration of the global economy, the relationship between China and other countries becomes closer and closer. As a communication bridge, English becomes increasingly important. Under this background, Bilingual education- English and Chinese as the main implement of instruction - came into being in China. All subjects have begun the exploration of bilingual education. Through practical experiences, the author makes a tentative study on the practice of bilingual teaching in history class at high school, with a view to supplying some reference for those who conduct the same course.In this paper, as a case study, the author chooses the students from No. 5 Middle school of Dan Yang City to implement the bilingual teaching in history class. It consists of seven parts. The first chapter is introduction, a summary of this thesis research, It explains the background, purposes and research methodologies. Chapter II is literature review, describing the theoretical basis for bilingual education. Chapter III introduces the study of the present situation and development of bilingual teaching, the main mode of bilingual education at home and abroad, as well as the overall situation of China's history bilingual teaching. Chapter IV is specific experimental operation, in which the four aspects are described, including the choice of classes, the selection of teaching content, implementation principles, the implementation of bilingual teaching methods. Chapter V analyzes the specific cases, from the representative case studies to the guiding operational approach. Chapter VI is the results of implementation, covering the student's academic performance, student interviews, questionnaires and the goals of bilingual teaching, the analysis of bilingual teaching achieved in the author's school. Chapter VII is the concluding part, in which the author describes the findings of bilingual teaching in history lessons. Through the implementation of bilingual teaching in high school history course, the author has found that the reason why the bilingual education of history has yielded minimal results is that they do not find suitable bilingual teaching methods. The author believes that the following methods are more effective on bilingual education: the creation of good, healthy and positive classroom atmosphere; the continuous enhancement of student self-efficacy; the using of linguistic knowledge on bilingual teaching of history, etc, The author believes that the using of linguistic knowledge is most crucial for improving student's language skills. Meanwhile, for the process of implementation problems, this paper has also put forward some corresponding countermeasures.Bilingual teaching is not just a combination of English and professional subjects. In fact, it involves pedagogy, psychology, linguistics, sociology and other subjects. Therefore, the theory guiding bilingual teaching is not a single theory. We need to choose and compose some theories from a variety of existing theories, create a set of guiding theory of self-contained so that ours current bilingual education will become better and better in China.