Practical Research On Geographical Bilingual Teaching Of Middle School

Since the new round of curriculum reform of basic education carry out, education tends to cultivate the students’ability to facilitate international cooperation and exchange of scientific knowledge and technology. English is the international language, thus English teaching in China is under the "costly ineffective" condition for a long time. In order to improve students English standards and adaption of international exchange and cooperation, bilingual teaching develops in economic developed areas and coastal areas. As a leading city in education in Guangxi, Guilin is necessary to introduce bilingual education as soon as possible. As a renowned international tourism city, the people in Guilin are even required to master English, especially expressing geographical knowledge in English.Through the relevant experimental data statistics and surveys, the results of geographical bilingual teaching in Guilin are as follows:(1) Most of the geographical teachers support geographical bilingual teaching, in favor of starting bilingual teaching. The results of surveys convey that the number of supporting is to70%.(2) Students take positive attitude towards bilingual teaching. Bilingual not only affect the study of geographical knowledge, but also improve their ability to use English.(3) Teaching methods depend on the students’receptivity and the degree of courses complexity. The English level of senior middle school students is relatively high, but the biggest problem is that the English level is uneven, so it is necessary to start bilingual teaching gradually from elective courses to geography class, and take bilingual teaching methods from the drop soakage to semi-immersion, and the bilingual teaching contents depend on the degree of courses complexity.(4) Pay more attention to the writing of bilingual textbooks. Guilin should take self-writing textbooks, selecting domestic experts, scholars and local special-grade teachers, core teachers and prominent teachers to write local geographical textbooks with strong direction and suitability.(5) Select the appropriate bilingual teaching mode. Drop Soakage bilingual teaching and semi-immersion bilingual teaching are the suitable bilingual teaching modes for Guilin in present. Usage of English in excessive must result in "Subject Injury". Based on the practice of geographical bilingual teaching and the analysis of the survey results, this research considers Guilin to take geographical bilingual teaching at present as the following three main aspects:The first aspect:strengthen the teachers’training of geographical bilingual teaching. Bilingual teachers are the prerequisite for developing bilingual teaching. Good teachers are not only the guarantee of the quality for school education, but also the basis for starting bilingual teaching.(1) Cultivating bilingual graduates in university. Now there are bilingual teachers’ major in some University, and we can choose outstanding high school graduates to study.(2) Selecting bilingual teachers. We should select bilingual teachers in the present geographical teachers, concentrating on training bilingual knowledge.(3) Running schools in cooperation. We establish bilingual schools by the cooperation at home and abroad, exchanging experiences to make mutual development.The second aspect:pay more attention to the writing of geographical bilingual textbooks.(1) Setting up a special Committee of writing bilingual textbooks. Selecting local experienced special-grade teachers, core teachers and prominent teachers in geography and English, they uniform bilingual textbooks and the modified plan.(2)Cooperating with excellent bilingual schools in China and studying textbooks’writing experience. We employ domestic experts, scholars, teachers to write textbooks or make guidance for Guilin bilingual textbooks.The third aspect:perfect the bilingual teaching evaluation mechanism.(1) Taking clear objectives of bilingual teaching evaluation. Bilingual teaching problems need to be reviewed, in order to guide the right direction for the popularity of bilingual teaching.(2) Making detailed bilingual teaching plans. Bilingual teaching evaluation programme, evaluation objects, evaluation arrangements, evaluation methods and collective evaluation at each stages should be made in detail, which can direct the development of bilingual teaching.(3) Enriching the evaluation objects and contents of bilingual teaching. The evaluation objects and contents of bilingual teaching are universality and complexity, which are also the main part of bilingual teaching. The bilingual teaching in Guilin must first clear the evaluation objects and contents of bilingual teaching, comprehensive all aspects of evaluation objects and contents.(4) Using a variety of bilingual teaching evaluation methods. Bilingual teaching evaluation in Guilin should learn from foreign bilingual education experiences. Formative evaluation and summative evaluation, insider evaluation and outsider evaluation, qualitative evaluation and quantitative evaluation, written evaluation and non-written evaluation need to be combined together.Chinese Bilingual Education Association set up primary and secondary school Teaching and Research Center in2009in Yangshuo, Guilin. New curriculum reform in Guangxi Zhuang Autonomous Region develops now. Teachers, students, economic levels and other factors at present in Guilin have reached to the basic conditions for carrying out geographical bilingual teaching. With the help of such opportunities, drawing on successful experiences of bilingual teaching in China, carrying out bilingual teaching in geography is the development trend of the teaching. In the initial stage, we may encounter many problems and even the resistance, but if we keep going, then gradually improve, find a good solution, and finally students and teachers really obtain a benefit. I still believe geographical bilingual teaching in Guilin will keep improving.