The Feasible Research Of Implementing Chemistry Bilingual Teaching In Wuhan NO.2 Middle School

Along with the globalization economy and the internationalization of information, China has more chances of global communication and cooperation in all kinds of areas. People who have both rich professional knowledge and skilled English are popular. But the current English teaching and learning in our country generally is time-consuming and ineffective. So it has very important practical significance to develop bilingual teaching. The author points out that bilingual teaching can be the breakthrough of the problem.First, it discusses some basic concepts about bilingual teaching, the aims and significance to develop bilingual teaching. It points out that the bilingual teaching in our country is teaching some non-language courses in English, such as chemistry, physics, biology, geography, music, and arts. Its aim is to develop students' English skills, especially their skills to read science articles and their communicative competence. The article summarizes the present situations of our domestic and foreign bilingual teaching. It introduces the situations and experiences of bilingual teaching in Canada, America, Austria and Japan. Our domestic bilingual teaching starts recently and it is implemented only in some big or middle cities which are in coast or east areas - some cities in Guangdong, Jiangsu, Zhejiang, Shandong and provinces. It introduces their experiences and the problems. It also summarizes some main theories of bilingual teaching that have been approved by most scholars, such as Think Tank Theory, The Thresholds Theory and Communicative Language Teaching Theory.After a documentation of basic contents about bilingual teaching, the author introduces the aim of the empirical research, that is, to verify the truth and efficiency of the theories about bilingual teaching. The author also wants to verify the hypotheses that chemistry teaching in English will not influence the result of the chemistry teaching and it will improve the students' English competence. The author does some researches to find out how to choose the curriculum resources, the teaching methods and the principle of chemistry bilingual teaching. Its emphases are the researches of the principle of the bilingual teaching, the choosing of the teaching materials and the teaching methods of special vocabulary and science discourse. The author summarizes the experience that hasbeen got from the experiment.Thirdly, the author introduces the course of the empirical research, such as the experimental objects, the methods, the time, the results and the analyses, the problems and reflections.The empirical research shows that it is feasible to implement chemistry bilingual teaching in Wuhan NO.2 Middle School. It also shows that bilingual teaching has positive effect on the chemistry examination result of grade 10 obviously and chemistry bilingual teaching only contributes some to grade 10 students with better English basis in a short period. The author thinks that chemistry bilingual teaching will not decrease the quality of chemistry teaching if we choose the proper resources and teaching methods. After that it discusses the key problems of bilingual teaching in China and makes some suggestions which might push forward the study and experiment of bilingual teaching in Wuhan NO.2 Middle School.