Comparative Research On Class-Teaching Behavior Of Bilingual Biology Teachers Of Middle School In Xinjiang

This study focuses on such dimensions to understand the junior high schoolbiology bilingual teaching in Xinjiang, including the basic situation of Xinjiang’sbiology bilingual teachers, awareness on bilingual teaching, the implementation ofthe ideas advocated by new curriculumand, difficulties facing during teachingprocess, and solutions etc., clearing biology bilingual teachers inpromote bilingualteaching in the face of difficulties and expectations of bilingual teaching; and makesamples divide into novice teachers and expert teachers, teachers in accordance withthe titles and bilingual teaching experience and further investigation of variousdimensions compare both types of teachers, and in-depth understanding of theirstrengths and weaknesseseasy to carry out targeted training and improve in the future.Select three pairs of novice teachers and expert teachers to carry out the same lessonheterogeneous classroom teaching observation on the basis of the research into theclassroom behavior of novice and expert teachers teaching in the classroom teachingprocess: presentation of behavior, dialogue behavior and guidance behaviordifferences, comparative analysis of the behavioral characteristics of bilingualteachers in the classroom teaching high school biology in Xinjiang, refining theadvantages of expert teachers and novice teachers behavior, provide actionablepractice guidance for the Xinjiang biological bilingual teachers, improve Xinjiangbiological bilingual teachers in the classroom teaching quality, enhance minoritiesBiology students knowledge and inquiry abilities. I hope this study can provide areference for Bilingual Teaching disciplinary research. The study is divided into twoparts:In this study, the basic situation of the Xinjiang Institute of Biology of bilingualteachers, bilingual teaching awareness of the difficulties faced in the implementationof the new curriculum ideas and teaching and solutions dimensions of research tounderstand the status of bilingual teaching junior high school biology in Xinjiang;clear novice and expert perceptions and expectations of the difficulties faced bybilingual biology teachers in promoting bilingual teaching and bilingual teaching;more comprehensive focus on their current teaching situation. On this basis, into theclassroom to select three pairs of novice teachers and expert teachers in the sameclass of heterogeneous classroom teaching observation, novice, expert teachersteaching in the classroom teaching process: the presentation of behavior, behaviorand guidance of dialogue acts differences, analysis of the behavioral characteristics of Xinjiang secondary biological bilingual teachers in classroom teaching, refiningthe advantages of expert teachers and novice teachers’ classroom teaching behavior,Xinjiang Institute of Biology of bilingual teachers in operational practice guidance,Xinjiang Institute of Biology of bilingual teachers in classroom teaching quality,improve minority students Biology knowledge and ability to explore, I hope thisstudy to provide a reference Xinjiang institute of biology bilingual teaching andresearch. The study is divided into two parts:First part pays attention to the Survey of biological bilingual teachers bilingualteaching in Xinjiang’s uygur junior middle school. Study summed up the current theXinjiang high school biology bilingual teaching situation has the followingcharacteristics: Chinese Proficiency for novice and expert biological bilingualteachers still need to improve; bilingual teachers of high school biology bilingualteaching objectives lack of knowledge, promising novice teachers; biologicalbilingual teaching methods to be updated, bilingy teacher professional developmentapproach to be widened. Although in the the stands in the, at the the specificimplementation mark facing to such as: the Chinese Proficiency also can not meetthe bilingual teaching requirements, The bilingual teaching aggravate the their ownthe burden of, the embarrassment of in Middle School Biology the status of, bilingualteaching resources are scarce difficulties such as a bilingual teachers for, and wherethe school actively support the the teaching on Biology bilingual teaching.Second part is about the uygur middle school classroom teaching behavior ofbiological bilingual teachers in Xinjiang. Study found that expert teachers teachingprocess presented behavior, Linguistic and guide behavior overall than the noviceteachers have an advantage: knowledge about logic is strong, solid professionalknowledge, writing on the blackboard arrangement is reasonable, the process ofwriting to guide students to focus on writing on the blackboard content; experimentaloperation process, the expert teacher action accurate presentation of behavior, norms,and good at guiding students to self explore observation, a clearer interpretation ofthe experimental operation should be noted that during the demonstration clinic;questions focus on applied problems and encourage students to think about duringthe waiting A, do not rush to get the right answer; attention to all students, Studentsand subjectivity position to give appropriate guidance. While the novice TeachersLanguage the smooth expression, the Chinese Proficiency than the expert--typeteachers is high; the to multi-media courseware is vivid, rich, in various forms, easyto improve the student’s interests in learning. Based on the above research, put forward the corresponding countermeasures:(1) expand bilingual learning platform to improve the Chinese proficiency ofteachers and students;(2) to strengthen education managers on the importance ofBiology, and the promotion of bilingual teachers are motivated and professionalpride;(3) in line with the development of bilingual teaching in Xinjiang basedcourses of biology, to write bilingual teaching much-needed supporting information;(4) to compile an expert teacher quality classroom case to guide novice teachers toimprove teaching ability;(5) to carry out various forms of training methods toenhance biological bilingual teachers’ professional knowledge and teachingphilosophy;(6) optimize the teaching conditions in schools, to expand schoolteachers.