Target-oriented Billingual Teaching Designs Of Mathematics In Junior Middle School

With the economic development in China, the demand for Inter-disciplinary talented person with strong professionalism and high English literacy gradually increases. Although we always pay attention to the cultivation of students’ English ability, the result of traditional English teaching is not as good as expected. Therefore,various foreign language schools and international schools emerge under such circumstance for talents training. Because of the unique properties of mathematics, it has also become one of the dominant bilingual teaching subjects.In order to help students to learn and know what they have learned, as well as to help bilingual teachers to teach and know what they have taught, this paper mainly adopts literature analysis, starting from the analysis of students’ needs, combined with the feature of mathematics, and further putting forward the target system of mathematics bilingual teaching in junior middle school. Under the guidance of the target and based on the target-oriented teaching theory, the mathematics bilingual teaching design of junior middle school is put forward so as to help teachers and students to conduct bilingual teaching better.Based on the theory of target learning, this paper analyses the target of mathematics bilingual teaching of junior middle school. Through the demand analysis, the scope of bilingual teaching targets including academic targets, language targets and thought targets is discussed, especially the crucial language targets are dissected into three dimensions: the English target of mathematics major, knowledge target and thinking ability target of bilingual subject. In addition, this paper designs three bilingual teaching classes, involving mathematics teaching of algebra field--- Rational addition, geometry field--- The Pythagorean theorem and the statistics and probability areas---Random events of junior middle school. Taking these three classes as examples, the paper further compares the bilingual teaching designs and non-bilingual teaching designs, highlighting the consistency problems of the designs of the "language targets", “subject targets” and “thinking target”. This paper finds out that the existing English level of students should be taken into consideration and that teachers should avoid the situation that too high demand would spoil the students’ learning enthusiasm; give full play to the advantages of mathematical language,especially using the mathematical symbols of English to help students to expandunderstanding; Gradually achieve subject target and language target until accomplishing thought target on the basis of students’ current English level and knowledge reserves; pay attention to English practicability because it’s a tool language.