From the nature of bilingual education, foreign countries can generally be divided into two types: additive and reductive bilingual education. Additional bilingual education refers to the adoption of a second language or a foreign language as the teaching language in the teaching process. The purpose is not to prepare for replacing students' mother tongue or first language, but to cultivate students' mastery of two languages. Reducing bilingual education means replacing students' mother tongue or first language with a second language or a foreign language. For example, the United States implements transitional bilingual education for minority language students. Bilingual teaching in China has obvious characteristics of additive bilingual education. From the background of bilingual education, the low quality of foreign language teaching is a common phenomenon all over the world. More and more countries have realized that only by offering a foreign language subject, most students can only master a limited number of foreign languages, and it is difficult to reach the level of mastering foreign languages.

Bilingual education has been successfully implemented not only in bilingual or multilingual countries such as Canada, the United States, New Zealand and Luxembourg, but also in monolingual countries such as Australia, Japan, Russia, Hungary and Bulgaria. Reflecting on English teaching in China, our English teachers work hard and students study hard, but the effect is not ideal, so it is also an attempt and exploration to implement bilingual teaching in some schools in China.

From the perspective of bilingual teachers, the focus of bilingual teaching is the subject content first, followed by foreign languages. As a bilingual teacher, you should not only know foreign languages, but also be proficient in subject content, which is required by all countries in the world. The existing bilingual teachers in China have basically not received special and systematic bilingual training, and most of them are engaged in bilingual teaching voluntarily.

From the implementation mode, which subjects should be chosen to implement bilingual teaching first? The general trend in the world is to give priority to mathematics, physics, chemistry, biology, technology, computer and other disciplines to implement bilingual education.

First, foreign language teaching of humanities and social sciences is more difficult, because they involve more local culture, local culture, folk customs and even religious culture. Second, these disciplines have strong international universality, and their expressions, meanings, and understanding and interpretation of professional terms are relatively consistent. Third, choose these subjects to implement bilingual teaching, so as to facilitate students to enter the international exchanges in the global science and technology field in the future.

Secondly, bilingual teaching and English teaching should coexist. When dealing with the relationship between bilingual teaching and foreign language teaching, the common practice abroad is that bilingual teaching and foreign language teaching coexist, and foreign language teaching can solve the language problems in bilingual teaching.

Thirdly, the implementation of bilingual teaching must adhere to the voluntary principle. In foreign countries, parents have the right to choose and decide whether their children will receive bilingual education. At this point, bilingual education in China should avoid forcing students to accept bilingual teaching for utilitarian, profit-making, competition for students or other purposes.

Judging from the policy support of bilingual education, the initial stage of bilingual education in many countries is the spontaneous behavior of people, regions or schools. With the expansion of the scale of bilingual education and the appearance of teaching effect, bilingual education is gradually recognized by the government. The experiment of bilingual teaching in China has begun, and the relevant laws and regulations are relatively backward. It is necessary to study and formulate policies and regulations on bilingual teaching as soon as possible, so that bilingual teaching can have laws to follow.

Judging from the scientific research of bilingual education, foreign bilingual education has gone through a long research course of more than 100 years, spanning the periods of negative influence, neutral influence and positive influence, and has established a theoretical system and practical model suitable for its own national conditions.

Bilingual research in China is still in its infancy, and there are still studies that emphasize bilingual countries and ignore monolingual countries. Emphasis on experience introduction, light on theoretical research; A tendency to emphasize argumentation rather than empirical research. We should adhere to the attitude of "putting facts, emphasizing information and reasoning" and deeply study the practice of bilingual teaching. Professor Zhang Zhiyuan, the leader of the research group of "Research and Experiment on Chinese-English Bilingual Teaching System in Primary and Secondary Schools in China", a key scientific research bilingual project in the 11th Five-Year Plan, said that if an authoritative organization is not established to track and evaluate the teaching quality of bilingual schools, bilingual teaching will become empty talk with no substantive content, and it is impossible to fundamentally improve the English level of primary and secondary school students in China, let alone cultivate a group of high-end talents who can communicate internationally. Without an authoritative evaluation institution, bilingual teaching will be in chaos.

Bilingual Research Center of National Learning Science Research Association is an educational and scientific research institution integrating bilingual education methods, theoretical research, bilingual project experiments, bilingual teacher training, bilingual teaching material development and bilingual education promotion. The Bilingual Learning Research Center has a team of qualified bilingual teachers from Canada, the United States, Britain, Australia and other countries, including Professor Zhang Zhiyuan, head of the key bilingual research group of the 11th Five-Year Plan, an English education researcher at the National Academy of Educational Sciences, and experts and professors from universities such as Beijing Normal University and Northeast Normal University. After three rounds of face-to-face talks, Zhong Wang, as an entrepreneur, and Zhang Zhiyuan, as a scholar, finally came together. The affinity between academia and enterprises is bound to give birth to a new mode of cooperation.

Under the academic guidance of the National Bilingual Learning Research Center, Tongshenghu School has formed its own characteristic model in the training of bilingual teachers. With the help of a bilingual research center with a rich team of experts in teaching management for decades, we will strengthen the training and guidance of teachers' basic skills.

Mr. Zhang Xiaojun, Secretary-General of the National Bilingual Research Center, has been engaged in English teaching for many years. He said, "Tongshenghu School has formed three models in teacher training. The first mode is to train English teachers to become bilingual teachers and improve their subject knowledge and teaching skills. The second mode is to train subject teachers into bilingual teachers and improve their English level. The third mode is to introduce professional teachers with high English level and strong subject knowledge. This kind of training is not only the training of teachers' professional ability, but also the training of modern educational concepts. In addition, the school pays special attention to the cultivation of young bilingual teachers, pays attention to the cultivation and improvement of bilingual teaching ability, and pushes young backbone teachers to the front line of bilingual teaching to exercise. "

Systematic teacher training has made Tongshenghu School one of the few demonstration units of bilingual teaching, which has delivered a large number of excellent bilingual teachers to other prefecture-level schools in the province, and bilingual teaching in the province has also developed by leaps and bounds.