The Study Of The Application Problems And Tactics Of ICT-supported Bilingual Teaching In Xinjiang

ICT plays an important role in language using and cultural inheriting by providing digital learning environment and supporting tools. The purpose using ICT support bilingual teaching in ethnic minority areas is promoting bilingual learning and taking the responsibility of bicultural heritage, at the same time, it need to overcome the transcultural adaption of everybody in bilingual teaching. Minority areas’ education informatization achieved remarkable development with projects’ driven of "Teaching point digital educational resources full coverage", "Three through two platform" and "The upgrade project of ICT application ability of schoolteachers" and so on. Bilingual teaching resource library, speech recognition technology, handheld digital devices, pop up video and application of bilingual teaching software ought to greatly promote the development of bilingual teaching in minority areas. Real situation is that entry strongly of ICT and the demand of bilingual teaching of minority areas produce butting misalignment, which create a lot of serious problems like waste of large amount educational resources, low efficiency of ICT’s application and transfer’s decline of national culture. That is the topic we urgently need to investigate how to implement organic integration of application of ICT, bilingual education and national cultural heritage, and combine specialties of the minority area.This research refines typical characteristics of bilingual education implemented of Xinjiang region and combines the situation and problems of ICT application in bilingual teaching of Xinjiang region, which based on the field work of 16 bilingual schools in Xinjiang by using research methods like literature review, questionnaire, interviews and participant observation. The study finds that features of bilingual teaching in Xinjiang include that the national language and writing are the basis and prerequisite for bilingual teaching, bilingual teaching have formed a complete system model, bilingual teaching have perfect research and management system, the development of southern Xinjiang and northern Xinjiang have quite difference. Simultaneously, the development of education informatization of bilingual education in Xinjiang has made remarkable progress. On the one hand, it nested within the overall planning of education informatization, on the other hand, it also reflects its own uniqueness. For example, it need to build an independent bilingual teaching resource library, open and interactive bilingual teaching service system and bilingual learning APP of Uighur and Chinese. However, the result of ICT support bilingual teaching has little success. Although education informatization infrastructure is relatively sound and the number of education information resources are explosively growth, but resources lack relevance, ethnic cultural resources are isolated and weak, bilingual teachers and students feel resources "hungry". The reason is that "educational resources" and "local national culture" separated from each other. In addition, it appears blind imitation and impetuosity phenomenon in the application of ICT on bilingual teaching. Multiple "short boards" like language disability, the decline of cultural heritage, cross-cultural adaptation, informatization teaching ability of bilingual teachers is low and related research is weak further exacerbating conflict between "information technology" and "bilingual teaching specialty".Thus, this research emphasizes penetrating the value of all ethnic groups to pursue, culture and customs, religion on process of bilingual teaching, and focus on "heterogeneous coexistence of ethnic factors" which based on the "coexistence education" perspective and combine characteristics of bilingual education in Xinjiang from methods of ICT support bilingual teaching, needs of bilingual teaching, techniques how to lead bilingual teaching and other multiple perspectives to introspection.In particular,(1)we need oriented to comprehensive development of "person", assimilate into the national and regional features, and pay attention to the national cultural information resources outside the school on the construction of bilingual teaching resources. We need to construct bilingual teaching resources cloud platform with regional cultural characteristics and multimedia bilingual teaching resources which are graded and applicable. Other, the national characteristics database resources should be introduced to bilingual education, and we also should strengthen the digital’s conversion and application about traditional cultural resources on the construction of bilingual teaching resources, in order to promote the harmonious coexistence and common development among the national language and culture, his national language and culture and modernization.(2) We could resolve the conflict between "Technology" and "bilingual teaching" using bidirectional integration concept, and focus on application of ICT and innovation ability of bilingual teachers and activate the interaction and transformation between theory and practice of bilingual teaching through localization research. It is necessary that bilingual teachers should improve their ICT application ability gradually by full using of network resources and communicate between "online" and "offline". We need to strengthen the localization study from paying attention to the "live" issues and typical cases of local in order to merge between theory and practice, and promote two-way integration between ICT and bilingual teaching. Finally, we hope it could realize a symbiosis and communion state among various elements and overall on the bilingual teaching system.