Bilingual teaching implementation plan
Part 1: Bilingual Teaching Implementation Plan
In order to further implement the "Decision on Promoting "Bilingual" Teaching Work by the Party Committee of the Autonomous Region and the People's Government of the Autonomous Region" and the "Decision on Deeply Advancing the Bilingual Teaching Work" of the Municipal Party Committee and the Municipal People's Government, follow the December 20XX The spirit of China's small "bilingual" teaching work conference in the autonomous region, the notice of the Municipal People's Government Office, "Notice of the Implementation of the Circular on the Implementation of the Bilingual Teaching Work of the Municipal Education Bureau" and the Karamay City Education Bureau "Kramai City Minority China's Small Bilingual Teaching and Teacher Training The requirements of the "implementation plan" file, in order to smoothly carry out the bilingual teaching work in our district, specially formulated the implementation plan of bilingual teaching in line with the actual situation in our district.
I. "Bilingual" teaching work leading group
In order to carry out the bilingual teaching work in our district, a bilingual teaching work leading group was set up.
Team leader: Ai Ni. Meat
Deputy Team Leader: Guan Xiaoxia He Shucun
Members: Zhang Xinlan, Aike Hotwood, Su Min, Ma Li, Cheng Ying, Kader River, Abilene, Ke Yimu, Tesheng, Xu Zhaoge, Dai Yuying, Qin Yuzhen, Sun Qi, Peng Yuehua, Zheng Hongying, Yan Li, Li Yuezhen Zhai Linggang, Yuan Qiaoling
The office is located at: Baishuitan District Education Bureau Supervision Office. Contact number: 6984890
Second, the status quo of bilingual teaching in our district
At present, the total number of Chinese small faculty members in the three private schools in our district is 259, of which 238 are full-time teachers and 30 are over 45 years old. Among the 238 full-time teachers, 164 teachers have reached the Chinese level of 4 or above, accounting for 68.9% of the total number of teachers. There are 22 Chinese teachers. There are 4 Chinese teachers in China who do not meet the Chinese standard. 10 Chinese teachers in middle school have not reached the Chinese standard. At present, the Chinese standard of Chinese teachers in the three civilian schools is 63.6%. Due to the lack of Chinese teachers; the limited number of Chinese-speaking teachers; the increased training content and short time in intensive training, the difficulty of learning to use; some minority teachers are older, the concept changes and accepts new things is slower; The economic conditions of ethnic families are more difficult, and the number of school-age children receiving pre-school education is not much, etc. Because of the above factors, it is more difficult to implement our bilingual teaching work. However, due to the era and urgency of social development, we must do our utmost to overcome difficulties and ensure the smooth development and implementation of bilingual teaching.
Third, the implementation goal of bilingual teaching
1. Overall goal
Language is the bridge of communication. If the language is not connected between different ethnic groups, it will hinder the development of society.
This implementation of bilingual teaching should be based on creating a good language learning environment for students, cultivating talents of "Min and Han" and improving their ability to participate in social communication, communication and competition.
2. specific target
Beginning of the new semester in the fall of 20XX, the first grades of the three national schools in the district have adopted the teaching mode of Chinese teaching in addition to the mother tongue. In the first year of mathematics, biological English is required to be bilingual, and other disciplines are moderately increased according to the faculty.
In 20XX, the science teaching of the Chinese ministries in the three private schools in the district all entered the bilingual teaching mode; by 20XX, all the Chinese schools in the regional ethnic schools implemented the teaching mode of Chinese in addition to the mother tongue.
Fourth, bilingual teaching implementation opinions
1. The District Education Bureau shall set up bilingual and special-time bilingual teaching staff to work together, rationally plan and arrange in detail, do a good job in the investigation and analysis of the Chinese language proficiency of ethnic teachers in the district, find a foothold, and conscientiously formulate a bilingual teaching implementation plan. It is feasible, operational and effective, and is carefully implemented.
2. Strengthen publicity and education to further improve the understanding of bilingual education in the whole society. The bilingual work leading group will further organize and study the spirit of the archives and extensive publicity and mobilization throughout the district, so that parents, teachers and society can truly change their concepts, so that more and more people can realize that they cannot learn without learning and not mastering Chinese. Adapt to the development of society and the times; recognize that ethnic minorities must develop and progress, they must work hard to learn Chinese; let the people of all ethnic groups take the initiative to participate in the promotion of bilingual teaching. In particular, the mutual understanding, understanding and communication between teachers and parents of Minhan School should be strengthened, and efforts should be made to create a harmonious education environment for people and Han in the Baijitan area.
3. Continue to strengthen the effective training of bilingual teachers. Training objectives, tasks and targets: At the end of 20XX, the Chinese language proficiency test for minority Chinese non-Chinese teachers in the region reached 8 or above, and Chinese teachers reached 10 or above. At present, among the 238 leaders of the civic school and the subject teachers, the Chinese standard of 173 teachers has not yet reached the prescribed level. For these teachers and leaders, they must participate in the long-term Chinese intensive training organized by the Municipal Education Bureau and the autonomous region from 20XX. , professional training and short-term teaching materials training. Long-term and short-term training for those under the age of 40 is required for participation. Teachers under the age of 50 and over 40 are participating in short-term training. Training content and methods: a. Intensive Chinese training: Intensive Chinese language training for listening, speaking, reading, writing and translating for teachers below level 6, training time is one year, and training reaches 6 levels based on the original HSK level. Above grade. In the same year, teachers who were not selected to participate in the intensive Chinese language training under the organization of the District Education Bureau, all schools should make full use of the school's talent resources, and plan to organize them to provide effective Chinese school-based training for teachers with poor Chinese proficiency so that Improve the Chinese language level of ethnic teachers as a whole. The first three schools of the school must formulate detailed school-based Chinese training programs, with specific training schedules, and put the training time, place, and keynote speakers in place, requiring at least three hours of training per week. b. Professional Skills Training: For teachers with HSK level 6 or above, they are sent to colleges for professional skills training. The training time is two years, and the training aims to improve the professional teaching ability. Strengthen practical teaching and truly achieve the goal of being able to compete in Chinese teaching. C. Teaching material training: This is a short-term training. All teachers under the age of 50 must participate, including those who have participated in long-term and short-term training. The training time is mainly during the winter and summer vacations.
4. Do a good job in preschool education for ethnic minority children. 0 to 6 years old is a key period of language development. Early bilingual education for children can break through the obstacles of children's language learning. Therefore, we will use this as a breakthrough to do the basic work of bilingual teaching. Adopt various effective measures to improve the admission rate of minority children, such as: a. Strengthening the propaganda work for the purpose of national children's admission; b. For ethnic minority families who have two children and have difficulties in family economics, their children are separated by 3 years old. Appropriately reduce the charging standards and encourage them to send their children to receive formal enlightenment education; c. The school strictly enrolls the first-year students of the National Primary School to fully understand the preschool education, and recruits new students according to the age range of the enrollment regulations. Continue to consolidate the results of the mixing of kindergartens and Chinese in the kindergartens in our district, and increase the intensity of Chinese teaching in kindergartens. The training of Chinese teachers in kindergartens should be further strengthened. Perseverely carry out the pre-school preparatory classes for ethnic minorities, equipped with Han teachers and national preschool teachers with good Chinese proficiency as the teachers of preschool preschool classes, laying a good foundation for the first-year students of the first year of the National Primary School.
5. Starting from the first year of the national primary school and the first-year bilingual teaching in the middle school, the discipline of bilingual teaching will be increased year by year, and the real sense of the people and the Han will be realized as soon as possible.
On the one hand, by mobilizing propaganda, the parents of the majority of ethnic groups fully realize the importance and urgency of learning bilingualism, and let them send their children to Han school as much as possible. The District Education Bureau Bilingual Office should make every effort to understand the schooling aspirations of the ethnic children who will go to school in the autumn of 20XX, and make clear requirements for the Han school, unconditionally accept the children of the age-appropriate ethnic group, and take care of the different levels in the teaching. Children's differences, and strive to teach students in accordance with their aptitude. At the same time, in order to meet the requirements of the ethnic minority students who are going to school in the Han nationality, they will open a two-week-old ethnic minority interest class in the 17th, 18th, and 19th, respectively. Selected among the people's schools.
On the other hand, from the autumn of 20XX, in addition to the mother tongue, all other disciplines are taught in Chinese. In the first year of mathematics and English, the Chinese language teaching mode must be adopted. In 20XX, the biology department will be taught in Chinese. increase yearly. Therefore, the District Education Bureau Bilingual Office should guide the three people's schools to select the best and higher-level subject teachers to serve as the first-year teaching work for the primary school and the bilingual teaching in the middle school, and to ensure these. Teachers can track and take classes, and there is no special case where teachers cannot be exchanged at will.
Beginning in the autumn of 20XX, the national junior high school and other grades of the middle school should choose qualified subjects to teach Chinese, strengthen the teaching of Chinese subjects, do a good job in the main channels of the classroom, create a good Chinese learning atmosphere, and train students to learn. At the same time, the school should build a good Chinese learning environment, so that every wall, every thing, every slogan, every mark can give students a silent slogan from the language and the mind. When students enter the school, they feel that they have changed their language environment. Every time they see Chinese, hear Chinese, and use Chinese, they gradually become the main language of communication between teachers and students and students.
In the national stage, in order to lay the foundation for the introduction of science in Chinese from the middle of the country, the sixth grade is required to open 1-2 sections of Chinese language teaching every week; in addition to Chinese teaching in the middle school stage, students should also strengthen their professional Chinese. Learning, lay the foundation for understanding the corresponding Chinese learning materials in high school.
Regardless of the national or secondary school, for Chinese language teachers, students are required to take notes in Chinese and express them in Chinese to improve their Chinese writing and expression skills.
For the subjects and grades that are taught in Chinese year by year, the same test papers of the same grade as the Han school are used for examinations.
6. We will increase the teaching and research guidance and management of bilingual teaching, and adhere to the working ideas of unified deployment, unified arrangement, and simultaneous development of the people's and Chinese education. On the one hand, the private schools must work hard to grasp the teaching and research work of the Chinese teaching and research group. Every semester, the activity plan of the teaching and research group is strictly formulated, and the Chinese teacher mutual listening system and the national Chinese teachers are taught to the Han school. On the other hand, the district education bureau's teaching and research personnel will create all the conditions that can be created to carry out bilingual teaching research, strengthen the small exchanges and discussions with the Han Chinese, and unify the teaching requirements, further integrate the teaching and research activities of the people and the Han, and guide the national schools. Carry out the construction of school-based teaching development, and continuously improve the ability of teachers to study and solve practical problems in teaching, so as to promote the steady advancement of bilingual teaching.
V. Safeguard measures
1. In order to ensure that the full off-the-job training tasks are completed on schedule, the cost of off-the-job training and the shortage of teachers in non-post-school schools, the support and assistance of the municipal government and the district government will be actively sought, and the provision of temporary full-time teachers will be appropriately increased.
2. Do a good job in the management of foreign training. Do a good job in propaganda and organization before training, and ask the personnel who participated in the training to sign a training agreement, strictly assess the academic achievements of the participating teachers, and the teachers who fail to pass the intensive Chinese training will be responsible for 30% of the expenses incurred by the individual. If the teacher's performance of the subject professional training is unqualified, the individual shall bear 20% of the expenses. Strengthen the education and teaching management of teachers after attending training. a teachers who come back for training should play their role in the school teachers, requiring them to prepare lessons in Chinese, Chinese textbooks, and Chinese. They also require students to take notes in Chinese and take notes as an assignment for students. . b When the relevant departments at the higher level randomly check the implementation of the bilingual teaching of the teachers who have participated in the training, if they find that they are still using the mother tongue to prepare the lesson, the native language textbook, and the mother tongue teaching, the school principal and the teacher should be seriously warned and in the Education Bureau. At the working meeting, if the same problem is found again, the school principal and the teacher will be directly disqualified from the evaluation of the year and the training and learning opportunities of the year, and will be included in the year-end assessment. c The Bilingual Office of the Education Bureau and related personnel check the relevant information and classroom teaching of these teachers from time to time, check the relevant information of the school leaders' teaching and management, and conduct questionnaire surveys on students to ensure the schools. Effectively carry out bilingual teaching work.
3. Strengthen the assessment and management of bilingual teaching. The three civil schools should establish and improve various management evaluation systems to make the teaching work of the whole school scientific and standardized; establish special rules for bilingual teaching and clarify the methods of rewards and punishments. Minority teachers who have made outstanding contributions to bilingual teaching should give priority to evaluation of titles, advanced evaluations, extra-study visits, and bonuses. The Education Bureau will review the relevant systems of each school and the implementation of the school.
4. In order to further enrich the strength of the bilingual backbone teachers, the Education Bureau will actively seek the support of the higher authorities to allocate graduates of minority teachers with higher Chinese proficiency to the private schools every year, in order to further promote the bilingual teaching in our district. The climax.
Part 2: Bilingual Teaching Implementation Plan
First, the experimental background of bilingual teaching
1. Adapt to the needs of high-quality talents in the future society.
How to improve the standard of Chinese and cultivate new talents with competitiveness is a problem that must be considered in our basic education. The use of bilingual teaching is an important way to improve the educational standards of the autonomous region. In recent years, the autonomous region has insisted on vigorously promoting bilingual teaching, and its policy support has been continuously increased. Since 20XX, the state has invested 130 million yuan to train bilingual teachers of small ethnic minorities in China. As of 20XX, more than 18,000 minority teachers in Xinjiang have the ability to teach bilingually. At the same time, the number of minority students enrolled in bilingual classes in Xinjiang has exceeded 150,000, and the total number of “bilingual classes” has reached 5,000. Therefore, the students we cultivate must have an open concept, broad mind, consciousness, and vision, so that they can display their outstanding talents on the big stage of the national economy in the future. With the rapid development of today's world, the competition of countries' comprehensive national strength is becoming more and more fierce, and the competition of talents is of vital importance, and the simplification of Chinese has become the key.
2. Solving the need for Chinese teaching to worry about the status quo
The status quo of traditional teaching in our district has exposed some defects: simply imparting Chinese language knowledge, ignoring the instrumentality and communication of language. As a result, the students only learned Chinese, but they could not play its communicative role and become "deaf-mute Chinese". They could not learn to use many people who have been educated in Chinese. Our problem lies in the disconnect between learning and the application environment. Too much emphasis on the specialization of Chinese learning, ignoring its popularization, leading to Chinese as a paper culture, bilingual teaching is the best complement to this situation, injecting the vitality of subject knowledge into Chinese language knowledge, taking Chinese and bilingual lessons When combined, students will find the “useful place” and “training ground” for language learning. I hope that I will do both to achieve the goal of changing the energy waste of Chinese learning. At the same time, I will activate the students' thinking through bilingual teaching, and cross the mother tongue and Chinese language to become more flexible and more flexible.
3. The need for the school's own innovative development
The school's direction is modern and characteristic. As a symbolic part of running a modern school, bilingual teaching has injected vitality and vitality into the green education thought of our school, and has raised challenges. It is also testing whether the school's school-running mechanism can conform to the development of the times. Bilingual teaching has ignited the enthusiasm of our school for education reform. On the basis of having a relatively strong Chinese language teacher, our school is confident to promote the overall curriculum reform with bilingual teaching.
Second, the goal of bilingual teaching experiment
1. Through bilingual teaching, create a rich Chinese learning atmosphere, cultivate students' interest in Chinese learning, and perceive, comprehend and acquire Chinese in subtle ways.
2. Exploring the effective ways, contents, methods and modes of bilingual teaching, and striving to explore a new way of bilingual teaching.
3. Cultivate students' habit of thinking in Chinese, master multiple methods of solving problems, and explore the great potential of two language thinking.
4. Train students to dare to speak Chinese in a mouthful, use Chinese in large doses, and change the status quo of "deaf-mute Chinese."
5. Help students build self-confidence and have the courage to overcome the difficulties in learning.
Third, the principle of follow-up bilingual education
1. The student is the subject. Adhere to the student is the master of Chinese learning. Give students sufficient practice and space to give students the opportunity to understand, understand, absorb and internalize the language. The teaching content is in line with the student's acceptance level and closely related to the student's life experience.
2. Use bilingual as a medium. Learn subject knowledge through Chinese, learn and acquire a new language through subject knowledge.
3. Take the activity as the main line. Persistence in activities is the main form of learning Chinese. It is the active participation of students in a large area, which is conducive to team spirit training, facilitating two-way communication and improving the use of language skills.
4. The principle of openness. Guide students to take the initiative to learn and improve their ability to participate freely.
5. Apply the flexible principle. According to the understanding of different students, the ability to accept is adjusted in the difficulty of teaching, and flexible according to the order of teaching materials.
Fourth, the specific operation of bilingual teaching
1. Preparation stage
Establish a bilingual teaching leadership group to clarify the division of responsibilities.
Learn about the archives of "Bilingual Teaching" and carry out theoretical study and exchanges.
Organize teachers to participate in bilingual teacher training at all levels.
Conduct pre-experimental surveys, open parent conferences, and seek parental support and cooperation.
Determine the experimental grade and subject.
In combination with the actual situation of our school, we will develop a practical bilingual teaching experiment plan.
Develop an evaluation system for bilingual teaching.
2. Implementation stage
The first stage is the start and adaptation stage
Philosophy and professional training
The key to implementing bilingual teaching is the teacher, and the degree of bilingual understanding of the teacher directly affects the teaching effect. The school organizes teachers to learn the theoretical knowledge about bilingualism, so as to grasp the business ability of training teachers, take follow-up lectures to experimental teachers, play the role of excellent Chinese teachers, and regularly conduct hierarchical study on teachers in business learning time to improve Chinese language. ability.
Create a rich bilingual campus environment
Based on the original humanistic campus environment, it incorporates bilingual elements. Bilingual information, famous sayings, intramural notices, iconic bilingual cards, bilingual classroom walls, etc. can be seen in every corner of the campus. Students are always infiltrated everywhere. When they enter the school gate, they breathe the bilingual atmosphere, that is, they do not intend to learn. To a lot of Chinese, I was immersed in the silent character.
Students' interest in bilingual learning should be realized through a variety of activities. The school will maximize the opportunities for students to express their Chinese proficiency, such as bilingual speeches at the flag-raising ceremony, Chinese song contests, Chinese textbook dramas, etc. Ability.
Increase the intensity of Chinese classroom teaching
Bilingual teaching must be carried out on the basis of a certain amount of Chinese vocabulary. In the Chinese class, a large amount of skill training and participation in a sufficient number of practical activities will realize the process of changing the Chinese standard from quantitative to qualitative. Chinese teachers have the necessary terminology in the class to strengthen the knowledge of the subject, paving the way for bilingual teaching.
The second stage is the accumulation and development stage.
Determining textbooks for bilingual experimental subjects and experimental classes for bilingual teaching
According to the actual situation of our school, since September 20XX, we have carried out bilingual teaching experiments on basic education courses in 11 classes, using experimental education materials.
In-depth teacher training
Continue to improve teachers' bilingual teaching standards, adopting a multi-learning approach that combines teacher self-improvement with specialized training and out-of-office learning. Teachers are encouraged to carry out various forms of self-improvement based on their own Chinese foundation and enthusiasm for bilingual experiments. Organize teachers to participate in various intensive Chinese classes and strengthen Chinese. According to the need, send teachers to the outside school to observe and learn, broaden their horizons and accumulate experience.
Employing teachers from the county teaching and research section to participate in bilingual teaching
In order to enable students to accept the Chinese language, and to give full play to the advantages of the qualifications of teachers in the teaching and research section, our school hires teachers in the teaching and research section to participate in bilingual teaching. Teachers are required to follow the lectures, discuss the teaching content, determine the teaching gradient, and make bilingual teachers become bilingual teaching. Favorable support.
Carry out teaching and research, accumulate materials
Organize bilingual teaching seminars in schools, teachers participate in evaluation and summarise practical experience and actively write bilingual teaching papers.
Improve bilingual teaching guarantee
The school strongly supports the learning and training of bilingual teachers, invests in the selection of teachers, purchases learning CDs, books, and subscribes to magazines. The school funds each bilingual teaching activity to purchase prizes and related items.
3. Summary stage
Collect, organize and analyze relevant materials and materials. Evaluate students' ability to speak, read, and write.
Write experimental research papers and summarize bilingual experiment experience.
Establish a bilingual teaching experiment resource library.
Summarize the lively bilingual teaching model.
V. Research methods:
1. Action research. Study the teaching rules in the classroom and activities of bilingual teaching.
2. Comparative research. Through visiting and learning, we can adjust and improve the teaching methods at any time by taking advantage of the bilingual teaching experience of the mirror school.
3. Investigation and research. Understand the voices of students and parents through timely and targeted questionnaires.
Sixth, safeguard measures
1. Improve the experimental organization.
Established a bilingual education experiment leading group:
Team leader: 孜 孜 Wan Gu Li. Mai Mati
Deputy Team Leader: Adili Ayi Guli
Members: Tu Sun Guli, Mu Ladi, Kurban, Pasha Kuli
Ayinu, Nur Aimu, Ayi Pasha, Xi Ren Gu
Main tasks: comprehensively guide the experimental work, organize the training of bilingual teachers and the creation of campus bilingual atmosphere.
Establish a bilingual collaboration group to form a synergy and collaborative research.
2. Establish a management mechanism. Strengthen the routine management of bilingual education experiments, implement the requirements of bilingual education, promote promotion through learning, promote improvement through practice, promote quality through assessment, and promote improvement through summarization.
3. Guarantee experimental funding. Implement funds, ensure the investment of soft and hard, ensure the smooth development of various bilingual research activities, and at the same time, in the incentive policy, lean toward bilingual experimental teachers.
Part 3: Bilingual Teaching Implementation Plan
First, the guiding ideology:
China's accession to the World WTO and new curriculum reforms have brought unprecedented opportunities and challenges to China's basic education. School classroom teaching is like a spring breeze, and the emphasis on learning experience and the use of knowledge has become the core content of current teaching. As a language communication tool, English has increasingly become the focus of attention. Nowadays, foreign language teaching with pure knowledge has fallen behind and is no longer suitable for social and economic development. In addition to knowledge, English education is also instrumental, communicative and cultural. However, the shortcomings of current English teaching in China are: students learn English knowledge in the classroom and have nowhere to apply in daily life. The biggest problem faced by students is the lack of communication between them. Without the good environment of learning English and using English, the result is the phenomenon of “dumb English”, which seriously affects the cultivation of talents.
In recent years, in order to meet the needs of talents in the 21st century national development, bilingual teaching has gradually emerged everywhere, and many schools have begun to implement bilingual teaching programs. In order to meet the needs of the development of the times, our school follows the reality of the school, follows the rules of modern education, and prepares to start bilingual teaching in the first grade as the experimental grade in the autumn of 20XX. At the same time, it gradually spreads bilingual teaching to all disciplines of the school. To cultivate high-quality talents for the society.
Second, the school background:
Today, as the global economy is increasingly integrated, the principals of our school are well aware of the significance of at least one international language, and also see the requirements of students and parents for quality education. Therefore, in the past two years, our school has begun to attach great importance to the education of English:
The school specially hired two foreign teachers to participate in the school's English teaching work. Their arrival not only enabled our students to have access to authentic foreign languages, but also provided an environment for our teachers to learn foreign languages and use foreign languages. In the past two years, according to the specific conditions of the school, our school has specially adjusted the class schedule. The whole school has added two foreign teaching classes every week from preschool to sixth grade. The original three English teachers in our school also have high business knowledge, and their open classes in the city and district have been widely praised.
At the same time, the school also attaches great importance to the bilingualization of campus layout. There are various forms of bilingual signs in the classroom, in the corridors, in the window, and next to the flower gardens. The whole school strives to make the corners of the campus have a bilingual atmosphere.
In addition to promoting the bilingualization of classroom teaching and campus layout, our school also creates a positive school bilingual environment through various forms of activities: unremittingly carry out the school-wide “one sentence per day” English learning activities; The collection of English essays and so on.
In the area of Diecai District, our school has certain advantages in English teaching. Over the years, the school has been solidly grasping the quality of English teaching. In the report of the grade evaluation of the school last year, our school’s English education was also led by the school as a characteristic work. The experts are unanimously affirmed.
On this basis, our school hopes to gradually complete the transformation of English teaching characteristics to bilingual characteristic schools, and gradually infiltrate and radiate English teaching results to the teaching fields of various disciplines.
Third, the research content
1. Train qualified teachers.
Teachers' philosophies play an important role in improving the quality of teaching. The particularity of bilingual teaching requires teachers to strive to have higher quality in terms of concept, emotion, function and behavior. With China's accession to the WTO, some teachers in our school have used their spare time to participate in adult English, but their English listening and speaking skills are poor. In addition, the school has also developed a “Teacher's English Speaking Training Program”, which takes a different form. The school's under 35-year-old teacher has conducted English training, including: organizing classroom language, daily life language and phonetic learning. Teachers are required to study while practicing bilingual education. They are taught to organize teaching in English, explain in the mother tongue of the subject knowledge points, try to increase the English atmosphere in the classroom, fully mobilize students' interest in learning, and improve their English listening and speaking ability. .
2. Establish a first-grade "Bilingual Teaching Experimental Class". Some subjects use bilingual teaching. Teachers in all disciplines are required to make good plans, carefully prepare each lesson in bilingual, and try to implement it in classroom teaching.
In the process, it not only ensures the knowledge of subject knowledge and ability to meet the requirements, but also increases the interest of oral English in the communication between teachers and students, so that students are immersed in a happy and happy situation, accustomed to the form of bilingual conversation, and strengthen the cultivation of daily listening and speaking ability in English. .
3. Explore the teaching methods and strategies, teaching forms and classroom teaching organization for bilingual teaching implementation.
4. Build a new mode of bilingual teaching in the classroom.
Fourth, research objectives
1. Students:
Through the implementation of bilingual education, students' interest in foreign language learning is stimulated, foreign language vocabulary and listening and speaking ability are improved, and the understanding of foreign culture is increased. At the same time, the quality of teaching in our school is greatly improved, and the quality of students is improved. A cross-century talent.
(1) Students on duty are welcome to visitors in bilingual.
(2) Students are bilingually hosted at the weekly morning meeting and flag-raising ceremony.
(3) The first-year students initially form the most basic English listening and speaking ability, and can apply the spoken language to the exchange of learning and daily life.
2, the teacher:
In the school, a strong academic atmosphere of learning, drilling, and research is carried out, and the teaching modes and methods of continuous exploration and innovation are promoted, the ability to express foreign languages is enhanced, the awareness of internationalization is enhanced, and self-cultivation is continuously improved.
(1) Teachers of various disciplines explore the classroom teaching mode of bilingual teaching.
(2) Bilingual teaching runs through the teaching of various disciplines, and requires the integration of foreign language disciplines and related disciplines.
Fifth, the implementation principle
"Bilingual teaching" refers to a system in which two languages are used as a medium in classroom teaching, and teaching in both foreign languages and mother tongues. It further changes the way students learn foreign languages. In a wider range of subjects, on the richer language level, it expands the time and space of foreign language practice, broadens the foreign language learning environment, and cultivates students' foreign language thinking ability and language expression ability.
1. Comprehensive principle: For all students, through the implementation of bilingual teaching, improve the comprehensive quality of all students.
2, the principle of hierarchy: according to the characteristics of students of different ages, from shallow to deep, from simple to complex, step by step, spiral rise, and gradually improve the foreign language level of students.
3. Create new principles: break the conventional traditional teaching mode, and based on the different characteristics of Chinese and English, creatively combine the two to teach together according to the different characteristics of English and related disciplines.
4, the principle of individualization: according to the characteristics of different students to teach students in accordance with their aptitude, fully mobilize the enthusiasm of students, cultivate students' interest, pay attention to the development of students' personality.
5, systemic principles: there are plans, targeted segmentation to implement bilingual teaching, the formation of a system between segments and segments, to achieve the desired overall goals.
V. Implementation measures
1. Form a high-quality bilingual teaching teacher team
Long-term external foreign teachers
Long-term employment of foreign teachers to participate in the school's English teaching work, to create opportunities for English teachers and students to communicate in English, has successfully created a favorable environment for oral learning and correct use.
Strengthen the training of the basic skills of the English teacher team and improve the school plan to cooperate with the Municipal Education Institute and the City Teaching and Research Section to persuade to go out, please come in the training method, and carry out irregular professional training for the teachers who are in the bilingual experimental class.
2. The school will do everything in its power to continue to create a bilingual atmosphere in the campus, such as setting up campus and class English corners, fan window stickers in Chinese and English pictures, blackboard and Chinese and English, etc., to strengthen the implementation and influence of bilingual students in the whole school.
3. Actively carry out activities to strengthen the English oral training of our students. Through various activities, the oral training of all students will be strengthened. Based on the "one daily sentence" English learning activities, various forms of English learning will be carried out using English classes in various classes, English learning areas in schools, and red scarf broadcasting stations. Activities; in the middle and upper grade students to carry out the collection of English essays, etc., to strengthen the teacher-student's organic combination of oral English.
In short, all of our teachers are determined to continue to improve themselves in experimental research, adhere to learning, especially in vocabulary and grammar, in order to carry out the work of bilingual teaching. The development of activities is not only a challenge for our teachers, but also a means to improve teachers' comprehensive quality and ability. The initial implementation of “Bilingual Teaching” will lead all of our teachers and students to cultivate, sow and bloom in the strange and fertile land of bilingual learning. As a result, our school will soon show its own characteristics and charm with a new attitude.
Part 4: Bilingual Teaching Implementation Plan
First, the question is raised
With the rapid development of modern science and technology and the rise of the knowledge industry and information industry, the situation of economic integration and information globalization has already appeared in front of us. The arrival of the information age and the increasing frequency of international exchanges have made English the main language of international lingua franca, international technology exchange and the main language of the international Internet. According to relevant United Nations archives, the skills of survival and development of people in the 21st century are mother tongue, a foreign language and computer operation skills.
Although the English teaching of basic education in our country has made great achievements and progress, the existing problems are also outstanding. There is a widespread phenomenon of focusing on knowledge and light ability. The introduction of bilingual teaching is expected to enable students to form a comprehensive language use ability in listening, speaking, reading and writing, which will help develop students' thinking ability and ability to analyze and solve problems.
Second, the content of bilingual teaching
Bilingual teaching is the use of foreign language and mother tongue to teach and learn in a non-verbal subject. Generally speaking, bilingual teaching exists only in a language environment that uses two languages. That is to say, in a country or a certain ethnic group, and there are two or more cultural and historical backgrounds, it may or may not be used. A scenario in which two languages communicate. For example, in my domestic Mongolian autonomous region, there are both Mongolian and Han nationalities, and there is a need and environment for exchanges between Mongolian and Chinese. The local teaching department is implementing “bilingual” teaching.
Strictly speaking, in China, any other language, including English, and its teaching can only be called foreign language teaching under normal circumstances. Even if the teacher is fully teaching English in the classroom, it is a class with a high frequency of English. Only when we create certain language and environment conditions, mainly the proportion of people around the learners who use English, so that English becomes one of the languages of daily communication, can English be transformed from a foreign language to a second language, even bilingual. Bilingual teaching in the true sense. Therefore, in the absence of a humanistic background for “bilingual” teaching, current bilingual teaching is still a way of teaching English.
Third, the background of experimental research
At present, there are two main forms of bilingual education in China: one is for bilingual teaching in senior grades, that is, students have already possessed certain English proficiency before using English to teach subjects; the second is to increase the proportion of English speakers around students.力求把學校“組裝”成一個微型的以英語為本族語的社會，招收處於語言學習敏感期的低齡學生，從上學初開始，進行封閉式的全浸式雙語教學。其中，後者導致一些不良的負面影響，容易忽視漢語和中國文化的教學。
四、實驗研究的理論依據
中共中央、國務院在第三次全教會《關於深化教育改革全面推進貭素教育的決定》指出：調整和改革課程體系、結構、內容，建立新的基礎教育課程體系，促進教材的多樣化，進一步完善國家對基礎教育教材的評審製度。《面向21世紀教育振興行動計畫》又指出：改革課程體系和評價製度，20XX年初步形成現代化基礎教育課程架構和課程標準，改革教育內容和教學方法，爭取經過10年左右的實驗，在全國推行21世紀基礎教育課程教材的體系。
五、實驗研究的目標
我校的雙語教學研究目標定為以下三個層次：
1.第一層次：提高外語水準。營造外語學習氛圍，擴大外語習得機會，提高英語的實際套用水準。
2.第二層次：提高和形成專業知識的外語思維和交流能力。在學科教學上，運用外語進行學科專業知識的思維，能夠套用外語進行學科專業知識的交流。
3.第三層次：提高學生貭素，消除中西文化差異。雙語教學中不是語言和學科的簡單疊加，還存在著的碰撞。兩種思維優勢互補，促進學生綜合貭素全面發展，提高人的貭素。
六、實驗研究的內容
我們擬從以下幾方面加以研究：
雙語教學是否更加有利於促進學生的交際技能、學習技能和思維技能？
雙語學習會對學習者學習母語帶來不利，影響阻礙母語學習嗎？
學習和使用雙語的經驗是否能使雙語者比單語者更適應並易於接受新的文化環境，更樂意了解新事物，更善於與他人合作？
怎樣培養一批具有現代教育理念、會外語、有專長、能用外語駕馭學科教學的復合型的新型教師？
如何使外語教學與學科教學的教學目標同時達到，實現“雙贏”的目的？
如何積極開展了雙語教學的教材建設？
怎樣多渠道設計學習英語的環境？
雙語者的語言測試、概念形成以及創造力和認知能力方面的表現如何？
尋找英語教學和漢語教學的最佳結合點，促進學生學好漢語和英語。
七、實驗研究方法
本實驗研究遵循理論聯系實際的原則，邊研究、邊探索、邊實踐、邊改革，綜合採用調查研究、行動研究、實驗研究、比較研究和理論研究等多種研究方法。
八、預期成果
本實驗研究力求形成豐富的、具有較強的科學性、系統性、實用性的研究成果，包括研究方案、調查報告、實驗報告、論文、專刊；教學改革方案、課程實施方案、校本教材、補充材料、輔導讀物、試題、多媒體課件；教案、具體案例、上課實錄、學生作業、學生作文、學生論文等等。
九、組織管理
本次實驗研究聘請了北京師範大學《中國小外語教學》編輯部、上海華東師範大學《中國小英語教學與研究》編輯部的專家教授為理論顧問。專門設立“雙語教學實驗研究”教研組，負責本課題研究的具體實施和操作，而直接受校長室直接同一領導和指揮。
Ten, implementation steps
英語教學的最終目的是讓學習者能夠自由運用英語和了解英語國家的文化，而搞好外語教學的途徑有很多，雙語教學隻是英語外語教學的其中途徑之一。為了不浪費英語教學資源，不走彎路，我校的雙語教學比較謹慎地採取了“科研在先、小範圍實驗；非考試學科在前，考試學科跟上”的穩扎穩打策略。 Specific steps are as follows:
第一階段：理解雙語教學的基本內涵
由學校教科室查閱文獻，弄清楚雙語教學的基本內涵，定期印發雙語教學的相關資料，組織教師學習、討論；
積極訂閱相關報刊雜志，流覽國內外的相關網頁，關註雙語教學的最新發展動態；
與上海、南京的師範院校的外語專家教授建立聯系，不定期請他們做相關的學術報告；
組織相關教師去上海雙語教學的相關實驗學校去參觀和學習。
第二階段：校園雙語教學的大環境和小環境的布置
校園硬環境的布置：英語名言佳句警句、雙語標志、校園電台、電視台的雙語節目的創辦，等等；
每星期一下午組織全體非英語學科老師學習校園日常交際英語900句，鼓勵教師用英語與學生進行問候、交談，批改作業時，用英語寫批語；
鼓勵非考試學科教師上課時穿插使用英語課堂用語，嘗試用英語組織上課譬如Attention, please! Don't look out the window! Be quiet!
創設“英語園”、“英語角”，鼓勵學生課餘用英語交談；
國中、高中開始有不同起點的英語閱讀課、視聽課、英美報刊閱讀和英美英語欣賞課等；
學校電台開設“每周一歌”節目，每周在課間播放經典英語歌曲，並介紹與歌曲相關的歷史背景和文化知識。
第三階段：全面準備雙語教學的師資、班級和校本教材，做好相關的培訓工作。
成立“雙語教學實驗研究”教研組，小範圍嘗試，研討交流，製定下一步實施計畫；
組織2名外籍教師、英語學科教師和非英語學科的教師進行雙語教學的師資培訓；
落實國小、國中、高中20XX年實施雙語教學的班級和具體的科目名稱；
組織相關教師進行雙語教學校本課程“世界文化和生活”的編寫；
給學生訂閱《大家說英語》、《空中英語教室》雜志，準備把上面的相關的歷史文化、經濟生活、自然科技等領域的英語材料作為學生的補充閱讀材料；
蘇州“十五課題”有關雙語教學的課題研究；
大幅度拓寬學生的相關學科的專業辭彙量、口頭表達、專業英語學科的閱讀能力和聽力理解水準；
第四階段：分年級、分層次、分步驟在非考試學科中推行雙語教學實驗研究
1. 根據英語水準和學科專業素養的不同，把進行雙語教學實驗的學生分層，編製不同的教學班級，分步驟進行：
簡單滲透層次，比如教師在上課時可以用英語講述重要定理和關鍵字等，學生多一些接觸英語的機會；
整合層次，教師講課時交替使用中英文，讓學生學會如何用外語表達中文內容；
雙語思維層次，讓學生學會用母語和英語思考解答問題。
2. 選送英語教師和非英語學科教師出國培訓；
3. 加強外語與其它學科的交流，實現優勢互補；
4. 對校內或周邊的兄弟學校開課展示；
5. 研討交流，總結經驗教訓，製定下一階段的實施計畫。
第五階段：把雙語教學實驗研究由非考試學科推廣、過渡到部分考試學科
1.開設地理、物理等學科的雙語教學；
2.對實驗結果進行科學的歸因和分析，寫出實驗報告，請有關專家評價；
3.實驗報告在《中國小外語教學》或《中國小英語教學與研究》發表。
篇五： 雙語教學實施方案
21世紀是東西文化融合的新世紀，新世紀人才的語言、文化、知識、視野必須全球化、國際化。隨著國際間交流的急劇增加，世界各國或地區的教育都清醒地認識到了雙語教學的重要性。因此，研究國小生在學好母語的同時，掌握國與國之間進行交流的語言工具，即世界上使用頻率最高，使用範圍最廣的語種——英語，顯得尤為重要。在國小開設外語課，是面向21世紀教育發展的必然趨勢。 新學年裏，棉紡路國小藉助優質資源倍增工程的東風，把開展雙語教學作為一項重要的工作目標，實施方案如下：
In order to further implement the "Decision on Promoting "Bilingual" Teaching Work by the Party Committee of the Autonomous Region and the People's Government of the Autonomous Region" and the "Decision on Deeply Advancing the Bilingual Teaching Work" of the Municipal Party Committee and the Municipal People's Government, follow the December 20XX The spirit of China's small "bilingual" teaching work conference in the autonomous region, the notice of the Municipal People's Government Office, "Notice of the Implementation of the Circular on the Implementation of the Bilingual Teaching Work of the Municipal Education Bureau" and the Karamay City Education Bureau "Kramai City Minority China's Small Bilingual Teaching and Teacher Training The requirements of the "implementation plan" file, in order to smoothly carry out the bilingual teaching work in our district, specially formulated the implementation plan of bilingual teaching in line with the actual situation in our district.
I. "Bilingual" teaching work leading group
In order to carry out the bilingual teaching work in our district, a bilingual teaching work leading group was set up.
Team leader: Ai Ni. Meat
Deputy Team Leader: Guan Xiaoxia He Shucun
Members: Zhang Xinlan, Aike Hotwood, Su Min, Ma Li, Cheng Ying, Kader River, Abilene, Ke Yimu, Tesheng, Xu Zhaoge, Dai Yuying, Qin Yuzhen, Sun Qi, Peng Yuehua, Zheng Hongying, Yan Li, Li Yuezhen Zhai Linggang, Yuan Qiaoling
The office is located at: Baishuitan District Education Bureau Supervision Office. Contact number: 6984890
Second, the status quo of bilingual teaching in our district
At present, the total number of Chinese small faculty members in the three private schools in our district is 259, of which 238 are full-time teachers and 30 are over 45 years old. Among the 238 full-time teachers, 164 teachers have reached the Chinese level of 4 or above, accounting for 68.9% of the total number of teachers. There are 22 Chinese teachers. There are 4 Chinese teachers in China who do not meet the Chinese standard. 10 Chinese teachers in middle school have not reached the Chinese standard. At present, the Chinese standard of Chinese teachers in the three civilian schools is 63.6%. Due to the lack of Chinese teachers; the limited number of Chinese-speaking teachers; the increased training content and short time in intensive training, the difficulty of learning to use; some minority teachers are older, the concept changes and accepts new things is slower; The economic conditions of ethnic families are more difficult, and the number of school-age children receiving pre-school education is not much, etc. Because of the above factors, it is more difficult to implement our bilingual teaching work. However, due to the era and urgency of social development, we must do our utmost to overcome difficulties and ensure the smooth development and implementation of bilingual teaching.
Third, the implementation goal of bilingual teaching
1. Overall goal
Language is the bridge of communication. If the language is not connected between different ethnic groups, it will hinder the development of society.
This implementation of bilingual teaching should be based on creating a good language learning environment for students, cultivating talents of "Min and Han" and improving their ability to participate in social communication, communication and competition.
2. specific target
Beginning of the new semester in the fall of 20XX, the first grades of the three national schools in the district have adopted the teaching mode of Chinese teaching in addition to the mother tongue. In the first year of mathematics, biological English is required to be bilingual, and other disciplines are moderately increased according to the faculty.
In 20XX, the science teaching of the Chinese ministries in the three private schools in the district all entered the bilingual teaching mode; by 20XX, all the Chinese schools in the regional ethnic schools implemented the teaching mode of Chinese in addition to the mother tongue.
Fourth, bilingual teaching implementation opinions
1. The District Education Bureau shall set up bilingual and special-time bilingual teaching staff to work together, rationally plan and arrange in detail, do a good job in the investigation and analysis of the Chinese language proficiency of ethnic teachers in the district, find a foothold, and conscientiously formulate a bilingual teaching implementation plan. It is feasible, operational and effective, and is carefully implemented.
2. Strengthen publicity and education to further improve the understanding of bilingual education in the whole society. The bilingual work leading group will further organize and study the spirit of the archives and extensive publicity and mobilization throughout the district, so that parents, teachers and society can truly change their concepts, so that more and more people can realize that they cannot learn without learning and not mastering Chinese. Adapt to the development of society and the times; recognize that ethnic minorities must develop and progress, they must work hard to learn Chinese; let the people of all ethnic groups take the initiative to participate in the promotion of bilingual teaching. In particular, the mutual understanding, understanding and communication between teachers and parents of Minhan School should be strengthened, and efforts should be made to create a harmonious education environment for people and Han in the Baijitan area.
3. Continue to strengthen the effective training of bilingual teachers. Training objectives, tasks and targets: At the end of 20XX, the Chinese language proficiency test for minority Chinese non-Chinese teachers in the region reached 8 or above, and Chinese teachers reached 10 or above. At present, among the 238 leaders of the civic school and the subject teachers, the Chinese standard of 173 teachers has not yet reached the prescribed level. For these teachers and leaders, they must participate in the long-term Chinese intensive training organized by the Municipal Education Bureau and the autonomous region from 20XX. , professional training and short-term teaching materials training. Long-term and short-term training for those under the age of 40 is required for participation. Teachers under the age of 50 and over 40 are participating in short-term training. Training content and methods: a. Intensive Chinese training: Intensive Chinese language training for listening, speaking, reading, writing and translating for teachers below level 6, training time is one year, and training reaches 6 levels based on the original HSK level. Above grade. In the same year, teachers who were not selected to participate in the intensive Chinese language training under the organization of the District Education Bureau, all schools should make full use of the school's talent resources, and plan to organize them to provide effective Chinese school-based training for teachers with poor Chinese proficiency so that Improve the Chinese language level of ethnic teachers as a whole. The first three schools of the school must formulate detailed school-based Chinese training programs, with specific training schedules, and put the training time, place, and keynote speakers in place, requiring at least three hours of training per week. b. Professional Skills Training: For teachers with HSK level 6 or above, they are sent to colleges for professional skills training. The training time is two years, and the training aims to improve the professional teaching ability. Strengthen practical teaching and truly achieve the goal of being able to compete in Chinese teaching. C. Teaching material training: This is a short-term training. All teachers under the age of 50 must participate, including those who have participated in long-term and short-term training. The training time is mainly during the winter and summer vacations.
4. Do a good job in preschool education for ethnic minority children. 0 to 6 years old is a key period of language development. Early bilingual education for children can break through the obstacles of children's language learning. Therefore, we will use this as a breakthrough to do the basic work of bilingual teaching. Adopt various effective measures to improve the admission rate of minority children, such as: a. Strengthening the propaganda work for the purpose of national children's admission; b. For ethnic minority families who have two children and have difficulties in family economics, their children are separated by 3 years old. Appropriately reduce the charging standards and encourage them to send their children to receive formal enlightenment education; c. The school strictly enrolls the first-year students of the National Primary School to fully understand the preschool education, and recruits new students according to the age range of the enrollment regulations. Continue to consolidate the results of the mixing of kindergartens and Chinese in the kindergartens in our district, and increase the intensity of Chinese teaching in kindergartens. The training of Chinese teachers in kindergartens should be further strengthened. Perseverely carry out the pre-school preparatory classes for ethnic minorities, equipped with Han teachers and national preschool teachers with good Chinese proficiency as the teachers of preschool preschool classes, laying a good foundation for the first-year students of the first year of the National Primary School.
5. Starting from the first year of the national primary school and the first-year bilingual teaching in the middle school, the discipline of bilingual teaching will be increased year by year, and the real sense of the people and the Han will be realized as soon as possible.
On the one hand, by mobilizing propaganda, the parents of the majority of ethnic groups fully realize the importance and urgency of learning bilingualism, and let them send their children to Han school as much as possible. The District Education Bureau Bilingual Office should make every effort to understand the schooling aspirations of the ethnic children who will go to school in the autumn of 20XX, and make clear requirements for the Han school, unconditionally accept the children of the age-appropriate ethnic group, and take care of the different levels in the teaching. Children's differences, and strive to teach students in accordance with their aptitude. At the same time, in order to meet the requirements of the ethnic minority students who are going to school in the Han nationality, they will open a two-week-old ethnic minority interest class in the 17th, 18th, and 19th, respectively. Selected among the people's schools.
On the other hand, from the autumn of 20XX, in addition to the mother tongue, all other disciplines are taught in Chinese. In the first year of mathematics and English, the Chinese language teaching mode must be adopted. In 20XX, the biology department will be taught in Chinese. increase yearly. Therefore, the District Education Bureau Bilingual Office should guide the three people's schools to select the best and higher-level subject teachers to serve as the first-year teaching work for the primary school and the bilingual teaching in the middle school, and to ensure these. Teachers can track and take classes, and there is no special case where teachers cannot be exchanged at will.
Beginning in the autumn of 20XX, the national junior high school and other grades of the middle school should choose qualified subjects to teach Chinese, strengthen the teaching of Chinese subjects, do a good job in the main channels of the classroom, create a good Chinese learning atmosphere, and train students to learn. At the same time, the school should build a good Chinese learning environment, so that every wall, every thing, every slogan, every mark can give students a silent slogan from the language and the mind. When students enter the school, they feel that they have changed their language environment. Every time they see Chinese, hear Chinese, and use Chinese, they gradually become the main language of communication between teachers and students and students.
In the national stage, in order to lay the foundation for the introduction of science in Chinese from the middle of the country, the sixth grade is required to open 1-2 sections of Chinese language teaching every week; in addition to Chinese teaching in the middle school stage, students should also strengthen their professional Chinese. Learning, lay the foundation for understanding the corresponding Chinese learning materials in high school.
Regardless of the national or secondary school, for Chinese language teachers, students are required to take notes in Chinese and express them in Chinese to improve their Chinese writing and expression skills.
For the subjects and grades that are taught in Chinese year by year, the same test papers of the same grade as the Han school are used for examinations.
6. We will increase the teaching and research guidance and management of bilingual teaching, and adhere to the working ideas of unified deployment, unified arrangement, and simultaneous development of the people's and Chinese education. On the one hand, the private schools must work hard to grasp the teaching and research work of the Chinese teaching and research group. Every semester, the activity plan of the teaching and research group is strictly formulated, and the Chinese teacher mutual listening system and the national Chinese teachers are taught to the Han school. On the other hand, the district education bureau's teaching and research personnel will create all the conditions that can be created to carry out bilingual teaching research, strengthen the small exchanges and discussions with the Han Chinese, and unify the teaching requirements, further integrate the teaching and research activities of the people and the Han, and guide the national schools. Carry out the construction of school-based teaching development, and continuously improve the ability of teachers to study and solve practical problems in teaching, so as to promote the steady advancement of bilingual teaching.
V. Safeguard measures
1. In order to ensure that the full off-the-job training tasks are completed on schedule, the cost of off-the-job training and the shortage of teachers in non-post-school schools, the support and assistance of the municipal government and the district government will be actively sought, and the provision of temporary full-time teachers will be appropriately increased.
2. Do a good job in the management of foreign training. Do a good job in propaganda and organization before training, and ask the personnel who participated in the training to sign a training agreement, strictly assess the academic achievements of the participating teachers, and the teachers who fail to pass the intensive Chinese training will be responsible for 30% of the expenses incurred by the individual. If the teacher's performance of the subject professional training is unqualified, the individual shall bear 20% of the expenses. Strengthen the education and teaching management of teachers after attending training. a teachers who come back for training should play their role in the school teachers, requiring them to prepare lessons in Chinese, Chinese textbooks, and Chinese. They also require students to take notes in Chinese and take notes as an assignment for students. . b When the relevant departments at the higher level randomly check the implementation of the bilingual teaching of the teachers who have participated in the training, if they find that they are still using the mother tongue to prepare the lesson, the native language textbook, and the mother tongue teaching, the school principal and the teacher should be seriously warned and in the Education Bureau. At the working meeting, if the same problem is found again, the school principal and the teacher will be directly disqualified from the evaluation of the year and the training and learning opportunities of the year, and will be included in the year-end assessment. c The Bilingual Office of the Education Bureau and related personnel check the relevant information and classroom teaching of these teachers from time to time, check the relevant information of the school leaders' teaching and management, and conduct questionnaire surveys on students to ensure the schools. Effectively carry out bilingual teaching work.
3. Strengthen the assessment and management of bilingual teaching. The three civil schools should establish and improve various management evaluation systems to make the teaching work of the whole school scientific and standardized; establish special rules for bilingual teaching and clarify the methods of rewards and punishments. Minority teachers who have made outstanding contributions to bilingual teaching should give priority to evaluation of titles, advanced evaluations, extra-study visits, and bonuses. The Education Bureau will review the relevant systems of each school and the implementation of the school.
4. In order to further enrich the strength of the bilingual backbone teachers, the Education Bureau will actively seek the support of the higher authorities to allocate graduates of minority teachers with higher Chinese proficiency to the private schools every year, in order to further promote the bilingual teaching in our district. The climax.
Part 2: Bilingual Teaching Implementation Plan
First, the experimental background of bilingual teaching
1. Adapt to the needs of high-quality talents in the future society.
How to improve the standard of Chinese and cultivate new talents with competitiveness is a problem that must be considered in our basic education. The use of bilingual teaching is an important way to improve the educational standards of the autonomous region. In recent years, the autonomous region has insisted on vigorously promoting bilingual teaching, and its policy support has been continuously increased. Since 20XX, the state has invested 130 million yuan to train bilingual teachers of small ethnic minorities in China. As of 20XX, more than 18,000 minority teachers in Xinjiang have the ability to teach bilingually. At the same time, the number of minority students enrolled in bilingual classes in Xinjiang has exceeded 150,000, and the total number of “bilingual classes” has reached 5,000. Therefore, the students we cultivate must have an open concept, broad mind, consciousness, and vision, so that they can display their outstanding talents on the big stage of the national economy in the future. With the rapid development of today's world, the competition of countries' comprehensive national strength is becoming more and more fierce, and the competition of talents is of vital importance, and the simplification of Chinese has become the key.
2. Solving the need for Chinese teaching to worry about the status quo
The status quo of traditional teaching in our district has exposed some defects: simply imparting Chinese language knowledge, ignoring the instrumentality and communication of language. As a result, the students only learned Chinese, but they could not play its communicative role and become "deaf-mute Chinese". They could not learn to use many people who have been educated in Chinese. Our problem lies in the disconnect between learning and the application environment. Too much emphasis on the specialization of Chinese learning, ignoring its popularization, leading to Chinese as a paper culture, bilingual teaching is the best complement to this situation, injecting the vitality of subject knowledge into Chinese language knowledge, taking Chinese and bilingual lessons When combined, students will find the “useful place” and “training ground” for language learning. I hope that I will do both to achieve the goal of changing the energy waste of Chinese learning. At the same time, I will activate the students' thinking through bilingual teaching, and cross the mother tongue and Chinese language to become more flexible and more flexible.
3. The need for the school's own innovative development
The school's direction is modern and characteristic. As a symbolic part of running a modern school, bilingual teaching has injected vitality and vitality into the green education thought of our school, and has raised challenges. It is also testing whether the school's school-running mechanism can conform to the development of the times. Bilingual teaching has ignited the enthusiasm of our school for education reform. On the basis of having a relatively strong Chinese language teacher, our school is confident to promote the overall curriculum reform with bilingual teaching.
Second, the goal of bilingual teaching experiment
1. Through bilingual teaching, create a rich Chinese learning atmosphere, cultivate students' interest in Chinese learning, and perceive, comprehend and acquire Chinese in subtle ways.
2. Exploring the effective ways, contents, methods and modes of bilingual teaching, and striving to explore a new way of bilingual teaching.
3. Cultivate students' habit of thinking in Chinese, master multiple methods of solving problems, and explore the great potential of two language thinking.
4. Train students to dare to speak Chinese in a mouthful, use Chinese in large doses, and change the status quo of "deaf-mute Chinese."
5. Help students build self-confidence and have the courage to overcome the difficulties in learning.
Third, the principle of follow-up bilingual education
1. The student is the subject. Adhere to the student is the master of Chinese learning. Give students sufficient practice and space to give students the opportunity to understand, understand, absorb and internalize the language. The teaching content is in line with the student's acceptance level and closely related to the student's life experience.
2. Use bilingual as a medium. Learn subject knowledge through Chinese, learn and acquire a new language through subject knowledge.
3. Take the activity as the main line. Persistence in activities is the main form of learning Chinese. It is the active participation of students in a large area, which is conducive to team spirit training, facilitating two-way communication and improving the use of language skills.
4. The principle of openness. Guide students to take the initiative to learn and improve their ability to participate freely.
5. Apply the flexible principle. According to the understanding of different students, the ability to accept is adjusted in the difficulty of teaching, and flexible according to the order of teaching materials.
Fourth, the specific operation of bilingual teaching
1. Preparation stage
Establish a bilingual teaching leadership group to clarify the division of responsibilities.
Learn about the archives of "Bilingual Teaching" and carry out theoretical study and exchanges.
Organize teachers to participate in bilingual teacher training at all levels.
Conduct pre-experimental surveys, open parent conferences, and seek parental support and cooperation.
Determine the experimental grade and subject.
In combination with the actual situation of our school, we will develop a practical bilingual teaching experiment plan.
Develop an evaluation system for bilingual teaching.
2. Implementation stage
The first stage is the start and adaptation stage
Philosophy and professional training
The key to implementing bilingual teaching is the teacher, and the degree of bilingual understanding of the teacher directly affects the teaching effect. The school organizes teachers to learn the theoretical knowledge about bilingualism, so as to grasp the business ability of training teachers, take follow-up lectures to experimental teachers, play the role of excellent Chinese teachers, and regularly conduct hierarchical study on teachers in business learning time to improve Chinese language. ability.
Create a rich bilingual campus environment
Based on the original humanistic campus environment, it incorporates bilingual elements. Bilingual information, famous sayings, intramural notices, iconic bilingual cards, bilingual classroom walls, etc. can be seen in every corner of the campus. Students are always infiltrated everywhere. When they enter the school gate, they breathe the bilingual atmosphere, that is, they do not intend to learn. To a lot of Chinese, I was immersed in the silent character.
Students' interest in bilingual learning should be realized through a variety of activities. The school will maximize the opportunities for students to express their Chinese proficiency, such as bilingual speeches at the flag-raising ceremony, Chinese song contests, Chinese textbook dramas, etc. Ability.
Increase the intensity of Chinese classroom teaching
Bilingual teaching must be carried out on the basis of a certain amount of Chinese vocabulary. In the Chinese class, a large amount of skill training and participation in a sufficient number of practical activities will realize the process of changing the Chinese standard from quantitative to qualitative. Chinese teachers have the necessary terminology in the class to strengthen the knowledge of the subject, paving the way for bilingual teaching.
The second stage is the accumulation and development stage.
Determining textbooks for bilingual experimental subjects and experimental classes for bilingual teaching
According to the actual situation of our school, since September 20XX, we have carried out bilingual teaching experiments on basic education courses in 11 classes, using experimental education materials.
In-depth teacher training
Continue to improve teachers' bilingual teaching standards, adopting a multi-learning approach that combines teacher self-improvement with specialized training and out-of-office learning. Teachers are encouraged to carry out various forms of self-improvement based on their own Chinese foundation and enthusiasm for bilingual experiments. Organize teachers to participate in various intensive Chinese classes and strengthen Chinese. According to the need, send teachers to the outside school to observe and learn, broaden their horizons and accumulate experience.
Employing teachers from the county teaching and research section to participate in bilingual teaching
In order to enable students to accept the Chinese language, and to give full play to the advantages of the qualifications of teachers in the teaching and research section, our school hires teachers in the teaching and research section to participate in bilingual teaching. Teachers are required to follow the lectures, discuss the teaching content, determine the teaching gradient, and make bilingual teachers become bilingual teaching. Favorable support.
Carry out teaching and research, accumulate materials
Organize bilingual teaching seminars in schools, teachers participate in evaluation and summarise practical experience and actively write bilingual teaching papers.
Improve bilingual teaching guarantee
The school strongly supports the learning and training of bilingual teachers, invests in the selection of teachers, purchases learning CDs, books, and subscribes to magazines. The school funds each bilingual teaching activity to purchase prizes and related items.
3. Summary stage
Collect, organize and analyze relevant materials and materials. Evaluate students' ability to speak, read, and write.
Write experimental research papers and summarize bilingual experiment experience.
Establish a bilingual teaching experiment resource library.
Summarize the lively bilingual teaching model.
V. Research methods:
1. Action research. Study the teaching rules in the classroom and activities of bilingual teaching.
2. Comparative research. Through visiting and learning, we can adjust and improve the teaching methods at any time by taking advantage of the bilingual teaching experience of the mirror school.
3. Investigation and research. Understand the voices of students and parents through timely and targeted questionnaires.
Sixth, safeguard measures
1. Improve the experimental organization.
Established a bilingual education experiment leading group:
Team leader: 孜 孜 Wan Gu Li. Mai Mati
Deputy Team Leader: Adili Ayi Guli
Members: Tu Sun Guli, Mu Ladi, Kurban, Pasha Kuli
Ayinu, Nur Aimu, Ayi Pasha, Xi Ren Gu
Main tasks: comprehensively guide the experimental work, organize the training of bilingual teachers and the creation of campus bilingual atmosphere.
Establish a bilingual collaboration group to form a synergy and collaborative research.
2. Establish a management mechanism. Strengthen the routine management of bilingual education experiments, implement the requirements of bilingual education, promote promotion through learning, promote improvement through practice, promote quality through assessment, and promote improvement through summarization.
3. Guarantee experimental funding. Implement funds, ensure the investment of soft and hard, ensure the smooth development of various bilingual research activities, and at the same time, in the incentive policy, lean toward bilingual experimental teachers.
Part 3: Bilingual Teaching Implementation Plan
First, the guiding ideology:
China's accession to the World WTO and new curriculum reforms have brought unprecedented opportunities and challenges to China's basic education. School classroom teaching is like a spring breeze, and the emphasis on learning experience and the use of knowledge has become the core content of current teaching. As a language communication tool, English has increasingly become the focus of attention. Nowadays, foreign language teaching with pure knowledge has fallen behind and is no longer suitable for social and economic development. In addition to knowledge, English education is also instrumental, communicative and cultural. However, the shortcomings of current English teaching in China are: students learn English knowledge in the classroom and have nowhere to apply in daily life. The biggest problem faced by students is the lack of communication between them. Without the good environment of learning English and using English, the result is the phenomenon of “dumb English”, which seriously affects the cultivation of talents.
In recent years, in order to meet the needs of talents in the 21st century national development, bilingual teaching has gradually emerged everywhere, and many schools have begun to implement bilingual teaching programs. In order to meet the needs of the development of the times, our school follows the reality of the school, follows the rules of modern education, and prepares to start bilingual teaching in the first grade as the experimental grade in the autumn of 20XX. At the same time, it gradually spreads bilingual teaching to all disciplines of the school. To cultivate high-quality talents for the society.
Second, the school background:
Today, as the global economy is increasingly integrated, the principals of our school are well aware of the significance of at least one international language, and also see the requirements of students and parents for quality education. Therefore, in the past two years, our school has begun to attach great importance to the education of English:
The school specially hired two foreign teachers to participate in the school's English teaching work. Their arrival not only enabled our students to have access to authentic foreign languages, but also provided an environment for our teachers to learn foreign languages and use foreign languages. In the past two years, according to the specific conditions of the school, our school has specially adjusted the class schedule. The whole school has added two foreign teaching classes every week from preschool to sixth grade. The original three English teachers in our school also have high business knowledge, and their open classes in the city and district have been widely praised.
At the same time, the school also attaches great importance to the bilingualization of campus layout. There are various forms of bilingual signs in the classroom, in the corridors, in the window, and next to the flower gardens. The whole school strives to make the corners of the campus have a bilingual atmosphere.
In addition to promoting the bilingualization of classroom teaching and campus layout, our school also creates a positive school bilingual environment through various forms of activities: unremittingly carry out the school-wide “one sentence per day” English learning activities; The collection of English essays and so on.
In the area of Diecai District, our school has certain advantages in English teaching. Over the years, the school has been solidly grasping the quality of English teaching. In the report of the grade evaluation of the school last year, our school’s English education was also led by the school as a characteristic work. The experts are unanimously affirmed.
On this basis, our school hopes to gradually complete the transformation of English teaching characteristics to bilingual characteristic schools, and gradually infiltrate and radiate English teaching results to the teaching fields of various disciplines.
Third, the research content
1. Train qualified teachers.
Teachers' philosophies play an important role in improving the quality of teaching. The particularity of bilingual teaching requires teachers to strive to have higher quality in terms of concept, emotion, function and behavior. With China's accession to the WTO, some teachers in our school have used their spare time to participate in adult English, but their English listening and speaking skills are poor. In addition, the school has also developed a “Teacher's English Speaking Training Program”, which takes a different form. The school's under 35-year-old teacher has conducted English training, including: organizing classroom language, daily life language and phonetic learning. Teachers are required to study while practicing bilingual education. They are taught to organize teaching in English, explain in the mother tongue of the subject knowledge points, try to increase the English atmosphere in the classroom, fully mobilize students' interest in learning, and improve their English listening and speaking ability. .
2. Establish a first-grade "Bilingual Teaching Experimental Class". Some subjects use bilingual teaching. Teachers in all disciplines are required to make good plans, carefully prepare each lesson in bilingual, and try to implement it in classroom teaching.
In the process, it not only ensures the knowledge of subject knowledge and ability to meet the requirements, but also increases the interest of oral English in the communication between teachers and students, so that students are immersed in a happy and happy situation, accustomed to the form of bilingual conversation, and strengthen the cultivation of daily listening and speaking ability in English. .
3. Explore the teaching methods and strategies, teaching forms and classroom teaching organization for bilingual teaching implementation.
4. Build a new mode of bilingual teaching in the classroom.
Fourth, research objectives
1. Students:
Through the implementation of bilingual education, students' interest in foreign language learning is stimulated, foreign language vocabulary and listening and speaking ability are improved, and the understanding of foreign culture is increased. At the same time, the quality of teaching in our school is greatly improved, and the quality of students is improved. A cross-century talent.
(1) Students on duty are welcome to visitors in bilingual.
(2) Students are bilingually hosted at the weekly morning meeting and flag-raising ceremony.
(3) The first-year students initially form the most basic English listening and speaking ability, and can apply the spoken language to the exchange of learning and daily life.
2, the teacher:
In the school, a strong academic atmosphere of learning, drilling, and research is carried out, and the teaching modes and methods of continuous exploration and innovation are promoted, the ability to express foreign languages is enhanced, the awareness of internationalization is enhanced, and self-cultivation is continuously improved.
(1) Teachers of various disciplines explore the classroom teaching mode of bilingual teaching.
(2) Bilingual teaching runs through the teaching of various disciplines, and requires the integration of foreign language disciplines and related disciplines.
Fifth, the implementation principle
"Bilingual teaching" refers to a system in which two languages are used as a medium in classroom teaching, and teaching in both foreign languages and mother tongues. It further changes the way students learn foreign languages. In a wider range of subjects, on the richer language level, it expands the time and space of foreign language practice, broadens the foreign language learning environment, and cultivates students' foreign language thinking ability and language expression ability.
1. Comprehensive principle: For all students, through the implementation of bilingual teaching, improve the comprehensive quality of all students.
2, the principle of hierarchy: according to the characteristics of students of different ages, from shallow to deep, from simple to complex, step by step, spiral rise, and gradually improve the foreign language level of students.
3. Create new principles: break the conventional traditional teaching mode, and based on the different characteristics of Chinese and English, creatively combine the two to teach together according to the different characteristics of English and related disciplines.
4, the principle of individualization: according to the characteristics of different students to teach students in accordance with their aptitude, fully mobilize the enthusiasm of students, cultivate students' interest, pay attention to the development of students' personality.
5, systemic principles: there are plans, targeted segmentation to implement bilingual teaching, the formation of a system between segments and segments, to achieve the desired overall goals.
V. Implementation measures
1. Form a high-quality bilingual teaching teacher team
Long-term external foreign teachers
Long-term employment of foreign teachers to participate in the school's English teaching work, to create opportunities for English teachers and students to communicate in English, has successfully created a favorable environment for oral learning and correct use.
Strengthen the training of the basic skills of the English teacher team and improve the school plan to cooperate with the Municipal Education Institute and the City Teaching and Research Section to persuade to go out, please come in the training method, and carry out irregular professional training for the teachers who are in the bilingual experimental class.
2. The school will do everything in its power to continue to create a bilingual atmosphere in the campus, such as setting up campus and class English corners, fan window stickers in Chinese and English pictures, blackboard and Chinese and English, etc., to strengthen the implementation and influence of bilingual students in the whole school.
3. Actively carry out activities to strengthen the English oral training of our students. Through various activities, the oral training of all students will be strengthened. Based on the "one daily sentence" English learning activities, various forms of English learning will be carried out using English classes in various classes, English learning areas in schools, and red scarf broadcasting stations. Activities; in the middle and upper grade students to carry out the collection of English essays, etc., to strengthen the teacher-student's organic combination of oral English.
In short, all of our teachers are determined to continue to improve themselves in experimental research, adhere to learning, especially in vocabulary and grammar, in order to carry out the work of bilingual teaching. The development of activities is not only a challenge for our teachers, but also a means to improve teachers' comprehensive quality and ability. The initial implementation of “Bilingual Teaching” will lead all of our teachers and students to cultivate, sow and bloom in the strange and fertile land of bilingual learning. As a result, our school will soon show its own characteristics and charm with a new attitude.
Part 4: Bilingual Teaching Implementation Plan
First, the question is raised
With the rapid development of modern science and technology and the rise of the knowledge industry and information industry, the situation of economic integration and information globalization has already appeared in front of us. The arrival of the information age and the increasing frequency of international exchanges have made English the main language of international lingua franca, international technology exchange and the main language of the international Internet. According to relevant United Nations archives, the skills of survival and development of people in the 21st century are mother tongue, a foreign language and computer operation skills.
Although the English teaching of basic education in our country has made great achievements and progress, the existing problems are also outstanding. There is a widespread phenomenon of focusing on knowledge and light ability. The introduction of bilingual teaching is expected to enable students to form a comprehensive language use ability in listening, speaking, reading and writing, which will help develop students' thinking ability and ability to analyze and solve problems.
Second, the content of bilingual teaching
Bilingual teaching is the use of foreign language and mother tongue to teach and learn in a non-verbal subject. Generally speaking, bilingual teaching exists only in a language environment that uses two languages. That is to say, in a country or a certain ethnic group, and there are two or more cultural and historical backgrounds, it may or may not be used. A scenario in which two languages communicate. For example, in my domestic Mongolian autonomous region, there are both Mongolian and Han nationalities, and there is a need and environment for exchanges between Mongolian and Chinese. The local teaching department is implementing “bilingual” teaching.
Strictly speaking, in China, any other language, including English, and its teaching can only be called foreign language teaching under normal circumstances. Even if the teacher is fully teaching English in the classroom, it is a class with a high frequency of English. Only when we create certain language and environment conditions, mainly the proportion of people around the learners who use English, so that English becomes one of the languages of daily communication, can English be transformed from a foreign language to a second language, even bilingual. Bilingual teaching in the true sense. Therefore, in the absence of a humanistic background for “bilingual” teaching, current bilingual teaching is still a way of teaching English.
Third, the background of experimental research
At present, there are two main forms of bilingual education in China: one is for bilingual teaching in senior grades, that is, students have already possessed certain English proficiency before using English to teach subjects; the second is to increase the proportion of English speakers around students.力求把學校“組裝”成一個微型的以英語為本族語的社會，招收處於語言學習敏感期的低齡學生，從上學初開始，進行封閉式的全浸式雙語教學。其中，後者導致一些不良的負面影響，容易忽視漢語和中國文化的教學。
四、實驗研究的理論依據
中共中央、國務院在第三次全教會《關於深化教育改革全面推進貭素教育的決定》指出：調整和改革課程體系、結構、內容，建立新的基礎教育課程體系，促進教材的多樣化，進一步完善國家對基礎教育教材的評審製度。《面向21世紀教育振興行動計畫》又指出：改革課程體系和評價製度，20XX年初步形成現代化基礎教育課程架構和課程標準，改革教育內容和教學方法，爭取經過10年左右的實驗，在全國推行21世紀基礎教育課程教材的體系。
五、實驗研究的目標
我校的雙語教學研究目標定為以下三個層次：
1.第一層次：提高外語水準。營造外語學習氛圍，擴大外語習得機會，提高英語的實際套用水準。
2.第二層次：提高和形成專業知識的外語思維和交流能力。在學科教學上，運用外語進行學科專業知識的思維，能夠套用外語進行學科專業知識的交流。
3.第三層次：提高學生貭素，消除中西文化差異。雙語教學中不是語言和學科的簡單疊加，還存在著的碰撞。兩種思維優勢互補，促進學生綜合貭素全面發展，提高人的貭素。
六、實驗研究的內容
我們擬從以下幾方面加以研究：
雙語教學是否更加有利於促進學生的交際技能、學習技能和思維技能？
雙語學習會對學習者學習母語帶來不利，影響阻礙母語學習嗎？
學習和使用雙語的經驗是否能使雙語者比單語者更適應並易於接受新的文化環境，更樂意了解新事物，更善於與他人合作？
怎樣培養一批具有現代教育理念、會外語、有專長、能用外語駕馭學科教學的復合型的新型教師？
如何使外語教學與學科教學的教學目標同時達到，實現“雙贏”的目的？
如何積極開展了雙語教學的教材建設？
怎樣多渠道設計學習英語的環境？
雙語者的語言測試、概念形成以及創造力和認知能力方面的表現如何？
尋找英語教學和漢語教學的最佳結合點，促進學生學好漢語和英語。
七、實驗研究方法
本實驗研究遵循理論聯系實際的原則，邊研究、邊探索、邊實踐、邊改革，綜合採用調查研究、行動研究、實驗研究、比較研究和理論研究等多種研究方法。
八、預期成果
本實驗研究力求形成豐富的、具有較強的科學性、系統性、實用性的研究成果，包括研究方案、調查報告、實驗報告、論文、專刊；教學改革方案、課程實施方案、校本教材、補充材料、輔導讀物、試題、多媒體課件；教案、具體案例、上課實錄、學生作業、學生作文、學生論文等等。
九、組織管理
本次實驗研究聘請了北京師範大學《中國小外語教學》編輯部、上海華東師範大學《中國小英語教學與研究》編輯部的專家教授為理論顧問。專門設立“雙語教學實驗研究”教研組，負責本課題研究的具體實施和操作，而直接受校長室直接同一領導和指揮。
Ten, implementation steps
英語教學的最終目的是讓學習者能夠自由運用英語和了解英語國家的文化，而搞好外語教學的途徑有很多，雙語教學隻是英語外語教學的其中途徑之一。為了不浪費英語教學資源，不走彎路，我校的雙語教學比較謹慎地採取了“科研在先、小範圍實驗；非考試學科在前，考試學科跟上”的穩扎穩打策略。 Specific steps are as follows:
第一階段：理解雙語教學的基本內涵
由學校教科室查閱文獻，弄清楚雙語教學的基本內涵，定期印發雙語教學的相關資料，組織教師學習、討論；
積極訂閱相關報刊雜志，流覽國內外的相關網頁，關註雙語教學的最新發展動態；
與上海、南京的師範院校的外語專家教授建立聯系，不定期請他們做相關的學術報告；
組織相關教師去上海雙語教學的相關實驗學校去參觀和學習。
第二階段：校園雙語教學的大環境和小環境的布置
校園硬環境的布置：英語名言佳句警句、雙語標志、校園電台、電視台的雙語節目的創辦，等等；
每星期一下午組織全體非英語學科老師學習校園日常交際英語900句，鼓勵教師用英語與學生進行問候、交談，批改作業時，用英語寫批語；
鼓勵非考試學科教師上課時穿插使用英語課堂用語，嘗試用英語組織上課譬如Attention, please! Don't look out the window! Be quiet!
創設“英語園”、“英語角”，鼓勵學生課餘用英語交談；
國中、高中開始有不同起點的英語閱讀課、視聽課、英美報刊閱讀和英美英語欣賞課等；
學校電台開設“每周一歌”節目，每周在課間播放經典英語歌曲，並介紹與歌曲相關的歷史背景和文化知識。
第三階段：全面準備雙語教學的師資、班級和校本教材，做好相關的培訓工作。
成立“雙語教學實驗研究”教研組，小範圍嘗試，研討交流，製定下一步實施計畫；
組織2名外籍教師、英語學科教師和非英語學科的教師進行雙語教學的師資培訓；
落實國小、國中、高中20XX年實施雙語教學的班級和具體的科目名稱；
組織相關教師進行雙語教學校本課程“世界文化和生活”的編寫；
給學生訂閱《大家說英語》、《空中英語教室》雜志，準備把上面的相關的歷史文化、經濟生活、自然科技等領域的英語材料作為學生的補充閱讀材料；
蘇州“十五課題”有關雙語教學的課題研究；
大幅度拓寬學生的相關學科的專業辭彙量、口頭表達、專業英語學科的閱讀能力和聽力理解水準；
第四階段：分年級、分層次、分步驟在非考試學科中推行雙語教學實驗研究
1. 根據英語水準和學科專業素養的不同，把進行雙語教學實驗的學生分層，編製不同的教學班級，分步驟進行：
簡單滲透層次，比如教師在上課時可以用英語講述重要定理和關鍵字等，學生多一些接觸英語的機會；
整合層次，教師講課時交替使用中英文，讓學生學會如何用外語表達中文內容；
雙語思維層次，讓學生學會用母語和英語思考解答問題。
2. 選送英語教師和非英語學科教師出國培訓；
3. 加強外語與其它學科的交流，實現優勢互補；
4. 對校內或周邊的兄弟學校開課展示；
5. 研討交流，總結經驗教訓，製定下一階段的實施計畫。
第五階段：把雙語教學實驗研究由非考試學科推廣、過渡到部分考試學科
1.開設地理、物理等學科的雙語教學；
2.對實驗結果進行科學的歸因和分析，寫出實驗報告，請有關專家評價；
3.實驗報告在《中國小外語教學》或《中國小英語教學與研究》發表。
篇五： 雙語教學實施方案
21世紀是東西文化融合的新世紀，新世紀人才的語言、文化、知識、視野必須全球化、國際化。隨著國際間交流的急劇增加，世界各國或地區的教育都清醒地認識到了雙語教學的重要性。因此，研究國小生在學好母語的同時，掌握國與國之間進行交流的語言工具，即世界上使用頻率最高，使用範圍最廣的語種——英語，顯得尤為重要。在國小開設外語課，是面向21世紀教育發展的必然趨勢。 新學年裏，棉紡路國小藉助優質資源倍增工程的東風，把開展雙語教學作為一項重要的工作目標，實施方案如下：
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