Bilingual teaching experiment under the background of quality education in China is a brand-new field, which is an important embodiment of the internationalization of education and the all-round development of people. The idea of bilingual teaching is generally regarded as an exploration of teaching non-native subjects in English, which is a subject teaching within a certain subject and corresponding content range, paying full attention to China's cultural background and mother tongue communication environment. Its value pursuit is to enable students to skillfully use Chinese and English for subject thinking, and to learn and communicate in bilingual subjects. As a breakthrough point of quality education in China, bilingual teaching is being practiced in primary and secondary schools in many areas, trying to make it an effective carrier to improve the level of foreign language teaching in China in the new period. However, under what beliefs and conditions can bilingual teaching develop students' bilingual ability, which involves the effectiveness of bilingual teaching. In fact, "if teaching behavior is to be effective, we must grasp the word" fit ",and it must be suitable for many conditions such as environment, disciplines, buildings and facilities, various considerations in education policy and education management, huge differences in students' abilities, needs and learning styles, and teachers' own personality, attitude and skills", otherwise the foundation of effective teaching will be lost.

First, the concept and conditions for effective implementation of bilingual teaching

(A) the belief of effective implementation of bilingual teaching

Because bilingual teaching in primary and secondary schools is in the exploratory stage, experiments must be supported by corresponding beliefs to avoid being lost and blindly implemented. We believe that bilingual teaching is based on the following beliefs:

(1) Strengthening English language ability and enhancing students' awareness of international understanding are the main tasks of "bilingual teaching" with China characteristics;

(2) Language ability can't be cultivated only by one foreign language course. Creating an English language environment in subject teaching will effectively promote the improvement of students' English language ability;

(3) Under the solid local language background in China, teaching some subjects in foreign languages will not weaken the dominant position of Chinese as a mother tongue;

(4) All students need to strengthen their foreign language learning ability, but there are great differences in their specific needs and acceptance basis for foreign language learning;

(5) To carry out bilingual teaching in different levels and types of schools, as long as we pay attention to local conditions, time and people, we can achieve the goal of bilingual teaching to varying degrees; It's just that the goal is diverse and hierarchical, such as cultivating standard bilingual talents or having a deep understanding of other countries' cultures; A preliminary understanding of other countries' cultures; Or improve the communicative competence of English language.

These beliefs of bilingual teaching are based on various theories. The first is the basis of linguistics. The essence of language is a tool. From the cognitive perspective of learners, it is not only a tool for human beings to know the world, but also a tool for human thinking. Mastering a language means mastering a method and habit of observing and understanding the world. In this sense, learning a foreign language is not only a pair of eyes, a pair of ears and a mouth, but also a brain. We should realize that truly successful bilingual teaching will definitely go beyond the scope of language, have a great impact on students' way of thinking and experience of values, and is an important part of modern international people's personality improvement. Secondly, it is the basis of social and cultural research. We should understand that bilingual teaching is not aimed at any social or economic group, but a kind of public literacy education, and its fundamental purpose is to improve the quality of the people and provide sufficient human resources for enhancing the comprehensive competitiveness of the country. Third, it is the foundation of pedagogy. Due to the acceleration of economic and political globalization, a country and a nation need to broaden their global horizons and enhance international understanding in order to survive and develop. All this depends on the cultivation of high-quality talents. Bilingual teaching has gone beyond simple language teaching and become an organic part of international understanding education. Bilingual teaching can embody the essence of quality education, take human development as the foundation, and enable the educated to better adapt to society and participate in social competition.

(B) the conditions for the effective implementation of bilingual teaching

Primary and secondary schools should have the basic conditions to carry out practical research on bilingual teaching. In different areas and different types of schools, it is necessary to analyze and grasp the basic guarantee factors for bilingual teaching and achieve steady results. These basic conditions include:

(1) Bilingual teaching needs an open social and educational environment. China's reform and opening-up policy has adopted an open attitude of accepting foreign cultures. Especially in some areas with developed economy and frequent foreign exchanges, people have the psychology of absorbing foreign advanced culture, and parents are willing to let their children receive bilingual education. These areas already have a good social and educational environment for bilingual teaching.

(2) The implementation of bilingual teaching requires teachers to have corresponding solid foreign language teaching application ability. Bilingual teachers should focus on subject teachers, supplemented by English teachers, skillfully use foreign languages into subject teaching, and make full use of modern educational technology to integrate online foreign language teaching resources, thus reflecting a strong authentic foreign language culture.

(3) The implementation of bilingual teaching requires students to have corresponding self-needs. If students do not have the enthusiasm and initiative to learn bilingualism, even the best bilingual teaching will not be effective. On the premise of stimulating students' learning motivation, bilingual teaching must respect the characteristics of students' physical and mental development and teaching rules, so that students can actively learn bilingualism and consciously participate in bilingual teaching activities.

(4) To implement bilingual teaching, it is necessary to choose and develop courses and teaching materials according to local conditions, and schools should choose certain subjects as bilingual teaching pilots according to their own characteristics and advantages.

(5) The implementation of bilingual teaching needs the support of advanced educational concepts and certain school-running conditions. Schools should arrange corresponding funds and equipment for bilingual teaching under the guidance of certain educational concepts. According to the conditions of running a school, the hierarchical objectives of bilingual teaching are determined. And strengthen the English campus environment in the overall layout of the school. We can't blindly and unconditionally implement it, which will inevitably lead to premature death and negative effects. We advocate creating conditions, but we must not rush headlong into it without conditions. At present, the conditions of some schools that carry out bilingual teaching are uneven, some schools are relatively mature, and some schools are far from enough, so it is necessary to implement bilingual teaching cautiously. From the overall environment of bilingual teaching in primary and secondary schools, we should contend and not growl; Understand, don't misunderstand; Dislike, don't dislike; Be content and don't lose heart.

Second, the effective monitoring of bilingual teaching process

After the beliefs and conditions of bilingual teaching in primary and secondary schools are established, in order to achieve the effectiveness of bilingual teaching, it is necessary to effectively organize bilingual teaching and implement effective monitoring at all stages of bilingual teaching, so that the structural elements of the teaching process meet the requirements of effectiveness. Since the structure of the teaching process is mainly composed of establishing teaching objectives, organizing teaching contents, selecting teaching methods and evaluating teaching effects, the effective monitoring of the bilingual teaching process can be analyzed from the following aspects.

(A) to establish the effectiveness of bilingual teaching objectives

The so-called establishment of the effectiveness of bilingual teaching objectives means that the formation of bilingual teaching objectives should follow the value orientation of bilingual teaching and be clear in concrete expression. Clear the goal of bilingual teaching, there will be a specific orientation of bilingual teaching operation. The effective explanation of the goal of bilingual teaching should be expounded from three aspects: developing students' language, subject and specialty requirements and social and cultural understanding. The objectives of bilingual teaching in students' language development mainly include:

(1) Master the subject English vocabulary, and improve the reading level and expression level of specialized foreign languages by reading a certain amount of original foreign language materials.

(2) Understand and adapt to foreign language application habits through oral English practice at different levels. When we are engaged in bilingual teaching of subjects, we often encounter such a dilemma: on the one hand, when teaching subjects in foreign languages, students will encounter more obstacles in their writing, and they need to make more use of body language and mother tongue to clear them up. On the other hand, the weekly class hours of a certain subject are fixed, and it is necessary to achieve the subject teaching tasks stipulated by the state.

The author believes that in the short term, the realization of the discipline and specialty goals of bilingual teaching will be affected to some extent, but from the long-term efforts of bilingual teachers to optimize the teaching process, the discipline and specialty goals should go hand in hand with the development of students' language goals.

The subject objectives of bilingual teaching can be considered from the following aspects:

(1) Let students strengthen their basic knowledge and skills in two languages.

(2) Let students form a bilingual judgment on the development value of a certain subject.

(3) Through personalized teaching methods, students who are interested in a certain subject and are willing to make in-depth research have made great progress in this subject and specialty.

(4) Bilingual teachers can make adjustments according to the cultural background of students' communities and families and students' personal needs when positioning the subjects and professional goals of bilingual teaching.

The goal of sociocultural understanding in bilingual teaching is to cultivate students' pride in their mother tongue culture, at the same time enhance their knowledge and understanding of foreign language culture, and promote the communication and exchange of bilingual culture in subject teaching. In other words, the ultimate goal of social and cultural understanding of bilingual teaching is to form the correct attitude and values of the educated towards bilingualism, so as to promote students' future communication in different cultural situations and form the habit of respecting foreign languages.

(B) the effectiveness of organizing bilingual teaching content

The so-called effectiveness of bilingual teaching knowledge processing means that the selection and arrangement of bilingual teaching knowledge should serve the goal of bilingual teaching, conform to the goal of bilingual teaching as much as possible, and avoid "distortion" and deviation, which mainly involves the selection and organization of bilingual teaching materials. When choosing what content to use as bilingual teaching knowledge, schools should first consider the amount of effective bilingual teaching knowledge. "Effective teaching knowledge is the content of ideas, materials and methods that the teaching content is really beneficial to students, and it is what students feel, acquire and really understand after learning."

If the knowledge of effective bilingual teaching is zero, students' bilingual ability will not be developed, and bilingual educators must pay attention to the effectiveness of compiling bilingual course textbooks. At present, bilingual teaching courses are mostly carried out in music, art, physical education, mathematics and natural science in primary schools, and most of them have strong activity elements; Middle schools offer computer, mathematics, physics, chemistry, biology, geography, history and other disciplines, a large number of extension courses and elective courses, and a small number of compulsory courses. In compiling textbooks, because the orientation of bilingual teaching in China is different from that in foreign countries, bilingual teachers should choose, adapt or re-edit according to the characteristics of China students. Three principles should be grasped in the process of compiling:

(1) According to the correct orientation of bilingual teaching under the background of quality education in China;

(2) editing with original materials;

(3) Make full use of modern educational technology and attach importance to the stereoscopic and intuitive nature of bilingual teaching materials.

Judging from the actual progress of bilingual teaching at present, most bilingual teaching has not reached the level of "curriculum standard", but is only a kind of "subject teaching" practice, so it is an effective form to attach importance to the research and development of micro-bilingual course textbooks. To develop bilingual micro-courses, more precisely, to develop some micro-data packets for teachers and students to use flexibly, diversely and timely in bilingual teaching. The research and development of this data package focuses on the current hot scientific topics, combining the original data in the form of a theme, such as "health and nutrition" closely related to life, emphasizing the impact of various nutrients on health; Such as high-tech application mode close to social reality, maglev train; For example, explore scientific classification methods, taking "periodic table of elements" as an example; Such as the frontier of science, genes, nanotechnology and so on.

The principles of developing bilingual mini-data packages include: adhering to the original English version in data selection; Pay attention to students' current learning level; Illustrated, vivid and diverse; Miniaturization of main body; Take care of different levels of learning needs and prepare corresponding counseling materials; Conducive to teaching arrangements. When collecting data, we emphasize the full interaction between experts and frontline teachers. There are not only students' study materials, but also reference materials carefully compiled by teachers. According to the actual situation of students and classes, the relatively free class hours (mainly 5-8 hours) are adjusted and determined. Generally speaking, students have made remarkable achievements, have a strong interest in learning, and have a high achievement rate in subject knowledge, language and thinking goals.

(C) the effectiveness of bilingual teaching methods and means

The effectiveness of bilingual teaching methods and means refers to the teaching methods and approaches adopted by bilingual teaching to ensure the realization of bilingual teaching objectives and enable students to acquire effective knowledge through the study of bilingual textbooks. The application of bilingual teaching methods must follow the cognitive, emotional and linguistic principles of bilingual teaching, adopt corresponding teaching methods and explore personalized teaching.

The cognitive principle of bilingual teaching means that teachers should pay attention to the development of students' verbal intelligence, require bilingual teachers to arouse students' awareness of learning bilingualism, allow students to carry out meaningful learning, give appropriate incentives, stimulate students' internal drive, and pay attention to using targeted learning strategies. The practical enlightenment of cognitive principle to bilingual teaching is:

(1) In the initial stage of bilingual teaching, teachers should try their best to create real classroom bilingual teaching situations and pay due attention to foreign language formal systems (such as pronunciation and grammar), but the principle is not to hinder students' smooth communication.

(2) Pay attention to cultivating and training students' patience in learning bilingualism, and don't make too many grammatical explanations and abstract theoretical explanations in foreign languages. Instead, it focuses on students' existing knowledge structure and life situation, so that students can get in touch with each other in the interaction between their mother tongue and old and new foreign languages.

(3) Attention should be paid to cultivating students' autonomy, not dependence. Through a large number of listening, speaking, reading and writing activities, we can fully participate in teaching, help students get a sense of self-satisfaction in learning bilingualism, actively build a knowledge framework of subject bilingualism, and praise and encourage students' bilingual expression.

The emotional principle of bilingual teaching means that bilingual teachers should pay attention to emotional communication with students, so that learners can gain confidence in learning subjects and languages well, dare to try to express themselves in foreign languages and enhance their understanding of different cultures. Its enlightenment to bilingual teaching practice is:

(1) Maintain consistent enthusiastic attention to students' bilingual learning behavior, give rich oral or non-verbal positive information to bilingual learners, and enhance students' self-confidence in learning bilingualism.

(2) In the process of subject bilingual teaching, students can be freed from confusion in a differentiated and hierarchical way through concrete and appropriate teaching measures, learn language through vivid activities, mobilize foreign language thinking through vivid and interesting curriculum design, and improve subject learning.

(3) In bilingual teaching, bilingual teachers should create a classroom atmosphere and encourage students to express their ideas in bilingualism.

Bilingual teachers should discuss the differences between different cultural backgrounds with students and emphasize that no culture is superior to another. The purpose of learning bilingualism well is to promote cross-cultural understanding and communication, so as to cultivate the perfect personality of modern international people.

The linguistic principle of bilingual teaching is to give full play to the role of mother tongue in promoting foreign language learning and reduce obstacles, so as to improve students' bilingual communication ability. Teachers are required to adopt the following teaching methods:

(1) Bilingual teachers should make students understand the value of their mother tongue and don't always let them make mistakes in foreign language learning.

(2) Guide students to try to think in a foreign language instead of translating it into their mother tongue to understand;

(3) Try to make students correct themselves; When correcting mistakes, teachers should not prevent students from making further efforts to express themselves, so as to ensure that students have the opportunity to gain fluency in foreign language communication without paying too much attention to subtle mistakes in language;

(4) Try to use bilingualism that may be encountered in the real world to improve students' bilingual written and oral communication ability.

The choice of bilingual teaching methods should pay attention to the differences of students' foreign language learning level and the reality of the school, and explore personalized teaching. Moreover, due to the differences in teachers' teaching personality, past experience, subject nature and subject content, it provides sufficient space for teachers' personalized teaching. The core problem of classroom teaching reform advocated by quality education (that is, fundamentally changing students' learning methods) may get a greater breakthrough in bilingual teaching practice. As far as bilingual music teaching in primary and secondary schools is concerned, different teachers have different deductive methods and styles. Some combine bilingual teaching with various activities, such as watching videos, role-playing and so on, to perceive the song and dance characteristics of different countries and nationalities; Others emphasize the basic skills of music, pay more attention to the experience of music rhythm and artistic conception, the basic requirements of chorus, and choose appropriate English songs as carriers. In the comprehensive activity class of primary school mathematics, some activities of mathematics, computer, art and manual work are integrated, and teachers give full play to flexible, flexible and diverse means to carry out bilingual teaching. The basic characteristics of all these explorations are the choices made according to the differences of students and the reality of the school under the condition of clear subject knowledge, skill goals and language goals. Effective bilingual teaching has various forms, full of activities and full of emotions. In the exploration of bilingual teaching, compared with bilingual teaching in middle schools, bilingual teaching in primary schools has greater expansibility and flexibility in the form of activities because of its relatively small teaching capacity; Compared with primary school bilingual teaching, middle school bilingual teaching is more meticulous in compiling teaching materials, emphasizing the room for choice, and paying more attention to rigor and appropriateness in the integration of teaching objectives, forms and methods. Advocate individualized teaching, pay attention to language use and communication, pay attention to practical results, and be operable in achieving multiple goals, all for the growth and development of students' bilingual ability.

(D) the effectiveness of bilingual teaching evaluation

The evaluation of bilingual teaching is to judge the quality and quantity of bilingual teaching. Effective bilingual teaching evaluation should avoid external and mechanical evaluation. It requires stimulating the creativity of teachers and students in bilingual teaching evaluation, and attaching importance to the internal evaluation of teachers and students, that is, "attaching importance to the self-evaluation of teachers and students, adjusting their teaching activities on the basis of self-evaluation, actively integrating evaluation elements into the teaching activities of teachers and students, and forming the ability of teachers and students to analyze, adjust and evaluate themselves." "Students' evaluation of bilingual teaching not only pays attention to the final evaluation of students' language goals, discipline goals and social and cultural understanding goals, but also pays attention to the process evaluation of students' learning attitude, multicultural adaptability, time concept and learning ability in bilingual learning. Evaluation methods mainly include simulating multicultural communication situations, in-depth classroom observation and arranging appropriate teaching tests for evaluation.

Teachers' evaluation of bilingual teaching should focus on teachers' reflective evaluation of bilingual teaching practice. In order to challenge the misunderstanding in bilingual teaching and change the present situation, bilingual teachers must reflect on their own teaching practice, which will help them become effective bilingual teachers and gain more insight. Only according to the orientation and purpose of bilingual teaching, constantly reflect on teaching practice and think seriously can we find our own mistakes and strengths in bilingual teaching, so as to actively participate in on-the-job training or self-study and develop our own bilingual teaching ability. Based on Vygotsky's theory of the zone of proximal development, the author thinks that in bilingual teaching, both teachers and students should pay attention to the zone of proximal development as long as teachers constantly reflect on their teaching practice and take corresponding measures to make their bilingual teaching ability close to the zone of proximal development. Similarly, students are constantly and dynamically improving their bilingual learning ability. Most bilingual teachers are deeply aware of the value of directional training in their own bilingual teaching practice, especially accepting some philosophical contents (such as the orientation and purpose of bilingual teaching) to enhance the professional connotation of bilingual teachers. Of course, the practical ability of bilingual teachers is mainly developed in school-based training and teaching practice.

At the same time, how to define the proportion of mutual support between mother tongue and foreign language in bilingual teaching? What is the relationship between students' language development and cognitive development? What is the most reasonable combination of subject content and language? How to effectively grasp the learning characteristics of different age groups in bilingual teaching? What kind of bilingual teaching strategy is efficient? All these need to be developed in the rich practice of bilingual teaching. Therefore, encouraging bilingual teachers to actively carry out reflective evaluation can promote the effective development of bilingual teaching practice in the future. Without the reflection of individual or collective critical teaching practice of bilingual teachers, there will be no changes in teaching knowledge and students' learning methods in the bilingual teaching system. Teachers who don't learn to listen to students' actual requirements, treat students as cultural promoters and don't adapt to international competitors can't help students who are in conflict with bilingual learning, let alone deeply realize the value of implementing bilingual teaching reform under the background of quality education.