The Study On The Bilingual Mathematics Teaching Between The Uygur And The Han In Junior Middle School

Many schools has developed the bilingual teaching experiment in Xinjiang, the core of the experiment is to improve the teaching quality through the reform of the teaching language. In order to improve the quality of bilingual teaching, each school has done a great number of exploration, for example, some junior middle schools design the bilingual teaching of mathematics into two parts, one is the teaching of specialized Chinese of mathematics, namely the teaching of the mathematics term , the main purpose is to require students to grasp the language knowledge needed in classroom instruction of mathematics;another is the teaching of the mathematics content. But students have language constraints in mathematics learning;how to carry out bilingual mathematics teaching,which teaching methods are appropriate, many teachers feel puzzled. The domestic study about bilingual mathematics teaching is very scarce. Which differences have between minority language and Chinese, which differences may result in the learning constraints , how to carry on the bilingual teaching ,all of these need be studied deeply. To this current situation, the research adopts linguistic contrastive analysis and observational method to study the following problems:1.Similarities and differences in the mathematical linguistics between Chinese and Uygur.2.Investigate language constraints in bilingual mathematics learning.3. Analyse the teaching procedure in the bilingual teaching .Through making a study of three questions , obtain the following results:1. There are a large number of mathematics loanwords in Uygur, these words are transliterated. The Uygur adopts near-synonym or two different meaning words to express a certain mathematics concept .There are no prepositions in Uygur.2. Mathematics loanwords restrain students from forming the mathematics concept.because there are no prepositions in Uygur ,many students cannot understand some geometric proposition of Chinese and geometric construction.the complex mathematical expressions may have influences on mathematical learning.3. The bilingual teachers ignore instruction of linguistic difference, they have not paid attention to the teaching of mathematical linguistics .On the basis of the discovery, this text has proposed some suggestions.