Research On The Implementation Status And Influencing Factors Of CLIL Teaching Method In Bilingual Classroom In Middle Schools

Content and Language Integrated Learning（CLIL）teaching mode rose in Eu rope in 1980 s,and achieved fruitful results in the field of bilingual teaching.CL IL teaching method refers to the teaching of non-linguistic subject content throug h a second language（foreign language）,so as to achieve the dual goal of studen ts mastering foreign language and subject knowledge at the same time.Using the "4Cs"（content,communication,culture and cognition）of CLIL teaching as the framework to guide bilingual classroom provides a new perspective of teaching r eform for bilingual classroom teaching in China.Introduction describes the research background and problems,research ideas and methods,and literature review at home and abroad.The first chapter analyze s the concept of CLIL teaching method on the basis of literature review,constru cts the theoretical framework of CLIL teaching,and expounds the theoretical basi s of this study.The second chapter constructs research methods,that is,the desi gn and implementation of questionnaire,observation scale and interview outline;The third chapter is the investigation of the present situation.Through a question naire survey of the present situation of CLIL teaching method in bilingual classr oom in middle schools,the effects and problems in the implementation of CLIL teaching method are analyzed and summarized.The fourth chapter uses questionn aire as the main method,supplemented by interviews to test the influencing fact ors of CLIL teaching method.The fifth chapter puts forward the strategies to im prove the implementation effect of CLIL teaching method on the basis of investi gation and research;Finally,the paper summarizes the research contents.Through the above research,the core research results are as follows:1.The survey shows that the bilingual classroom in middle school follows t he "4Cs" framework of CLIL teaching method as a whole,but in the classroom observation,it is found that there are still some problems in actual teaching,suc h as incomplete CLIL curriculum system,lack of teachers’ professional skills,lac k of diverse comprehensive evaluation,limited CLIL teaching resources and so o n.2.The factors that affect the effective implementation of CLIL teaching met hod mainly exist in the level of curriculum design,teachers,students and school resources.3.The survey results provide feasible suggestions for the popularization of CLIL teaching method,including: creatively constructing CLIL course,perfecting teaching content and evaluation system;Guide teachers to establish correct beliefs and promote the development and cooperation of teachers’ professional skills;St imulate students’ interest in learning and improve their English learning level;En rich school teaching resources and increase CLIL teacher training opportunities.