The Practice And Reflection On Bilingual Teaching Of History Lesson In Pingdu Normal School

With the integration of the global economy, the relationship between China and othercountries becomes closer and closer. As a communication bridge, English becomesincreasingly important. Under this background, bilingual education—English and Chinese asthe main teaching languages—came into being in China. All subjects have started theexploration of bilingual teaching.Pingdu Normal School is a secondary teachers’ college to train primary school teachersfor Qingdao. Through the research and exploration of bilingual teaching of history lesson inpractice, the author hopes that the effective bilingual teaching methods and strategies ofhistory lesson will be found and some experience can be provided for bilingual teaching ofthe similar schools. Meanwhile, the author also expects to make every effort to cultivatehigh-qualified young teachers to adapt to the elementary bilingual education.Targeted at the students in Pingdu Normal School, the thesis conducts the research andexploration of bilingual teaching of history lesson. The first part is an introduction whichpresents the background, current status, methods, and significance of the research, and thethesis structure. The second part elaborates the related concepts and theories of bilingualteaching of history lesson, and lays a theoretical foundation for the full thesis. The third partintroduces the bilingual exploration in practice of history lesson in Pingdu Normal School,which details the specific implementation of bilingual teaching, as well as the work on thedevelopment, management and incentives of school-based teaching materials. The fourth partis a comprehensive reflection on history teaching of the school. It summarizes the experienceand the effectiveness, identifies the main problems to be solved, and provides thecorresponding countermeasures and suggestions for the future development of bilingualteaching of history lesson in the school.Bilingual teaching is not just a combination of English and professional subjects. In fact,it also involves pedagogy, psychology, linguistics, sociology and other subjects. Therefore, thetheory guiding bilingual teaching is not a single one. We need to choose and compose sometheories from a variety of existing ones, and create a set of self-contained guiding theories sothat our current bilingual education will become better and better in China.