The Research Of Bilingual Teacher Training Based On Korean Junior High School Teachers Korean- Chinese Bilingual Teaching Ability To Enhance

Bilingual education as part of the national education and economic development in minority areas have a very important role,as the country and around the autonomous region to increase investment in bilingual education,bilingual education in the Yanbian Korean area has been considerable progress.But in the process of implementation of bilingual teaching.There are still some problems.For example,a clear understanding of bilingual education teachers,the goal is not clear,bilingual teachers aging, poor written expression,such as lack of teaching ability, which directly affect the quality of teaching bilingual education,bilingual education as a constraint to the development bottleneck.And many suited to many Korean students in tertiary education after entering the university, which are associated with the ability of teachers of bilingual teaching are inextricably related.In addition,September 7,2012,"the State Council on Streng thening the construction of teacher opinions" teachers in Ethnic Areas want to improve the political and professional ability to focus.Therefore how to improve the capacity and ability of bilingual education teachers become very important in YanBian.In this study,Yanji City,a middle school, for example,the use of questionnaires, interviews,literature and other field research,trying to understand the current situation of teachers trained bilingual and teachers teaching ability of bilingual education,and reveals the factors affecting the ability of teachers in bilingual education. Trying to figure out which aspects of bilingual education teachers can enhance the ability to provide some useful inspiration and help for domestic subsequent research and practice.This paper mainly adopts literature method,questionnaire survey method, interview method,such as research methods,research the following content:(1)the junior middle school teachers toward bilingual teaching ability present situation research;(2)the bilingual teacher training status quo of the research;(3)the teachers’ ability and the bilingual teacher training related research;(4)Countermeasures to improve bilingual teaching skills;(5)the bilingual teacher training countermeasure research;Through questionnaires,form the following conclusions:Through questionnaires, form the following conclusions:(1)Teachers toward bilingual teaching ability in the overall level of development in general,each career stage show low-high-high-low-low development process. Teachers toward bilingual teaching ability in terms of gender, teaching subject,the title does not exist significant difference,but the teacher professional development stage, are significant differences in the nation. (2)Bilingual teacher training to understand the teacher’s impact on the development of bilingual teaching ability.Ability of bilingual teaching of LingJunXing teacher development level influence is weak. (3)Bilingual teaching, bilingual teacher training and the ability of each dimension show significant correlation and the degree of the bilingual teaching skills related to (0.554* *), associated with cognitive abilities (0.280* *). (4)Bilingual teacher training has a significant influence on teachers’ ability of bilingual teaching,the training needs of bilingual teaching ability has a 25.1% change in quantity, the highest;Training mode of bilingual teaching ability has a 8.4% change in quantity, the lowest. (5)The influencing factors of teachers’ ability of bilingual teaching, bilingual teaching policy system is not sound,lack of operability,lead to teachers’ direction of carrying out bilingual teaching is still not clear; Bilingual teaching resource shortages, which leads to the teachers ability to improve bilingual teaching difficulties; School policy and can’t ensure that time,which leads to the teachers ability to improve bilingual teaching difficulties;Lack of consciousness of self development,leading to teachers’ bilingual teaching ability to ascend;Bilingual education training,training does not reach the designated position, leading to lack of "bilingual teaching". (6)The influencing factors of bilingual teacher training:lack of survey before training,training pertinence is not strong,lead to demand,and course cannot be combined with,Training management,training field communication disorders, resulting in training method, and the trainer is not easy to be accepted;Training time arrangement is unreasonable,the training goal cannot guarantee; Lack of feedback and follow-up tracking course is value can’t really understand, the training effect is poor.The following suggestions are presented based on the research results:strengthen the education administrative department responsibility,intensify policy support for bilingual teaching,establish the scientific bilingual teacher training system; Development of bilingual teaching materials,teaching materials,improving bilingual teaching resource utilization;To strengthen the school lead and support for bilingual teachers’ teaching ability;Changing the concept of bilingual teaching,improve the bilingual teachers’ self development ability;Meet the demand of training,improve the training effectiveness.