Practice On Bilingual Biological Teaching In Junior School

In recent years,with the economic globalization,the relationship between countries is getting closer and closer,and the political,economic and cultural exchanges between China and other countries are increasing day by day.The demand for high skilled talents who are proficient in both professional knowledge and English thinking is also rising,it has brought unprecedented challenges to the current education mode in our country.How to cultivate bilingual talents to adapt to the development of globalization is becoming a hot topic in the teaching research of middle school teachers.At present,the research of bilingual teaching in developed areas at home and abroad is more in-depth,and accumulated a lot of successful experience,but because of the huge differences in educational environment,teaching methods may not be suitable for the teaching practice in China's western rural areas.Therefore,it is necessary to explore and form a bilingual teaching model with its own characteristics.The thesis summarizes the related definitions and theoretical basis of bilingual teaching,and gives a brief review and summary of bilingual teaching at home and abroad.On this basis,taking Nanming middle school of Jianhe county in Guizhou Province as an example,through the method of literature research,questionnaire,action research and interviews,the bilingual teaching of English and Chinese biological exploration and practice work in two classes of grade eight that has tried to work the following: master rural student' attitude towards carry out biology English-Chinese bilingual teaching by questionnaire and interview;do some tentative work on bilingual teaching design and classroom teaching and design the targeted teaching design and classroom teaching and design the targeted teaching plan;compare and analyze the grades of biology classes between the experimental class and the control class,inspect the results of students' bilingual learning.Through the research of this thesis,drawing the following conclusions:(1)English-Chinese bilingual teaching on biology has a certain feasibility in rural areas;(2)Bilingual teaching of biology in junior high school is beneficial to biology teaching;(3)English should not be used too much in bilingual biological teaching in rural areas;(4)Bilingual teaching promotes teachers' personal development.Due to the limitation of teaching materials,educational environment and author's own English level,this paper only attempts elementary in instructional design and classroom practice,many problems have not been studied deeply,such as,how to develop a bilingual teaching evaluation system which is suitable for the students and can better mobilize the enthusiasm of their learning;what kind of bilingual teaching model is more suitable for the rural students;how to develop bilingual teaching materials and resources in rural areas;how to build bilingual network learning platform;how to develop an English Chinese bilingual elective course,and so on,these problems need further research in the future work.It is hoped that more and more scholars and front-line teachers to join in the research of bilingual teaching and to explore a bilingual teaching model that's suitable for rural areas.