1. Correctly understand the situation of bilingual education. Since the decision of the Party Committee and People's Government of the autonomous region on vigorously promoting bilingual education was issued in 2004, the bilingual education in our region has made remarkable achievements. The scale of bilingual education has been gradually expanded, the conditions of bilingual education have been obviously improved, the quality of bilingual teachers has been continuously improved, and the bilingual education system has been initially established. By September of 20 1 1, the number of ethnic minority students receiving bilingual education in preschool, primary and secondary schools and taking the People's Chinese Test reached1408,400, accounting for 55% of ethnic minority students in preschool, primary and secondary schools.

However, we should see that bilingual education is also facing many difficulties and challenges. The problem of insufficient number and low quality of bilingual teachers is still very prominent, the management of bilingual education and teaching is not in place, the teaching behavior of bilingual teachers is not standardized, and the quality of bilingual education can not meet the needs of the all-round development of minority students. The quality of bilingual education has become one of the most urgent and concerned issues for the broad masses of the people. Improving the quality of bilingual education, meeting the needs of economic and social development for talents who can speak both Chinese and Chinese, and meeting the needs of the broad masses of people for high-quality bilingual education have become the top priority of bilingual education at present and in the future. Education administrative departments and schools at all levels should fully understand the importance and urgency of improving the quality of bilingual education, earnestly enhance their sense of responsibility, and earnestly and responsibly grasp the quality of bilingual education.

Two, under the guidance of Scientific Outlook on Development, actively, steadily and effectively promote bilingual education.

2. Scientifically formulate the development plan of bilingual education. Adhere to the development concept of bilingual education with improving quality as the core, adhere to the promotion principles of adapting to local conditions, classified guidance, zoning planning and step-by-step implementation, and scientifically formulate the development plan of local bilingual education. It is necessary to scientifically determine the development goals and tasks of bilingual education, and consider the reform intensity, development speed and conditional guarantee ability as a whole. It is necessary to be proactive, not equal to procrastination, but also to seek truth from facts, not to rush for success, to grasp the rhythm and arrange the connection to ensure the quality and efficiency of bilingual education. We should actively, steadily and effectively promote bilingual education in strict accordance with the objectives and steps of the established plan.

3. Reasonable choice of bilingual teaching mode. Bilingual education in primary and secondary schools is divided into two teaching modes: mode 1, Chinese, mathematics, science and information technology in primary schools, Chinese, foreign languages, mathematics, physics, chemistry, biology and information technology in junior high schools, and Chinese, foreign languages, mathematics, physics, chemistry, biology, information technology and general technology courses in senior high schools are taught in the national common language, while other courses are taught in the national common language. Mode 2, all courses are taught in the national common language, and ethnic language courses are offered; In schools that are not qualified as teachers, physical education, music and art courses can be taught in their own national languages.

For ethnic minority students who have received pre-school bilingual education, primary schools, urban and county schools generally adopt mode 2 to implement bilingual education, and schools that do not have the conditions can also adopt mode 1 to implement bilingual education; Rural schools can adopt mode 1 or mode 2 according to the reality of bilingual teachers and students. Schools should apply for bilingual teaching mode according to the actual situation and report it to the county-level education administrative department for approval before implementation. As the main body responsible for bilingual education, counties, cities and districts should fully consider regional differences, urban-rural differences, teachers, management level, school conditions, social environment, mode convergence and many other factors and requirements, do a good job in the examination and approval of bilingual teaching mode, adjust measures to local conditions, promote it orderly and effectively, and avoid "one size fits all" according to administrative divisions.

4. Strengthen minority language teaching. Strengthening minority language teaching is an important aspect of promoting bilingual education. We should adhere to the principle of paying equal attention to both the Chinese people and the people, and strengthen the teaching of ethnic Chinese courses. Formulate national language curriculum standards for bilingual classes, scientifically set teaching objectives, start and finish classes, and equip enough teachers to ensure the improvement of minority students' national language learning ability. Give full play to the guiding role of evaluation in improving the quality of ethnic Chinese teaching, and insist on taking ethnic Chinese as a compulsory subject for senior high school entrance examination, ordinary high school level examination and ordinary college entrance examination for ethnic bilingual students. We attach great importance to the management and construction of mother tongue teaching courses under bilingual teaching mode, strive to realize the "four ones" of mother tongue teaching and Chinese teaching courses, that is, one system, one management and equal treatment, and effectively improve the teaching quality of mother tongue teaching courses. In Chinese teaching schools with a large number of minority students, experiments should be carried out to offer ethnic Chinese courses, and ways and means to realize the goal of paying equal attention to Chinese and people in Chinese teaching schools should be explored. In places with a large minority population, the education administrative department at the county level can actively promote bilingual education according to the actual situation, and at the same time reserve teaching classes with the national language as the main teaching in the initial grade for students and parents to choose independently.

Third, strengthen daily management, standardize school-running and teaching behavior, and improve the quality of bilingual teaching.

5. Strictly control classes in primary and secondary schools. The establishment of bilingual classes in schools must be approved by the education administrative department at the county level, and the class size shall be subject to the provisions of the Basic Standards for Running Compulsory Education Schools in Xinjiang Uygur Autonomous Region (for Trial Implementation). There are 40-45 students in each class in primary school and 45-50 students in each class in junior high school. It is necessary to set the class size scientifically and reasonably, take practical measures to solve the problem of large class size, and gradually realize teaching according to standard class size.

6. Strictly implement the course plan. In accordance with the requirements of the autonomous region's "compulsory bilingual education curriculum plan" and "ordinary high school bilingual education curriculum plan", courses are offered and the class hours are enriched. Education management departments and schools shall not increase or decrease the number of courses and class hours of bilingual teaching by themselves.

7. Strictly implement the curriculum standards. Organize teaching in accordance with the subject curriculum standards formulated by the state and autonomous regions, effectively implement the three-dimensional goals of knowledge and skills, processes and methods, emotional attitudes and values, and ensure that students' academic level meets the basic requirements stipulated in the curriculum standards.

8. Standardize the use of classroom teaching language and teaching materials. Strictly follow the provisions of the two modes of bilingual teaching on teaching language, and standardize the use of classroom teaching language and teaching materials. All courses that explicitly require the use of the national common language and characters should take the national common language and characters as the main teaching language and use Chinese textbooks recognized by the people's education publishing house and other countries or autonomous regions; When students have difficulty in understanding, they can use minority languages as auxiliary explanations, but the proportion of using national common languages in class is not less than 85%. All courses requiring the use of minority languages should take the corresponding minority languages as the main teaching language, and choose other folk teaching materials recognized by Xinjiang Education Publishing House and the autonomous region; The usage rate of minority languages in the classroom shall not be less than 85%. Mode 1 class, Chinese course in principle uses the textbook "Chinese" of Xinjiang Education Press (used by bilingual classes); In the class taught in mode 2, the Chinese (Chinese) course uses the Chinese textbooks of People's Education Publishing House in principle.

9. Strict teaching routine management. It is necessary to establish and improve the management system of teaching routine, such as the examination and approval of teaching plan and the inspection of lectures, which is suitable for the requirements of curriculum reform, and make quantitative and standardized requirements for all aspects of teaching.

Teachers should start with standardizing teaching behavior and constantly optimize the teaching process. In preparing lessons, teachers should study the curriculum standards, formulate teaching plans according to the curriculum standards, and determine the basic contents of teaching. It is necessary to rationally use teaching materials and effectively integrate teaching resources. According to the different characteristics and differences of students, scientifically design teaching methods and means, and grasp the key points, difficulties and progress of teaching.

In the classroom, teachers should focus on constructing and implementing independent, cooperative and inquiry learning methods, and actively explore teaching methods that highlight students' dominant position and are full of classroom vitality. It is necessary to arrange teaching links reasonably, enhance the logic of teaching content presentation, the cohesion of teaching links transition, and the rationality of teaching language expression and media demonstration. It is necessary to ensure appropriate classroom teaching information capacity, classroom training content and intensity, and improve the quality and efficiency of bilingual classroom teaching.

In homework and tutoring, teachers should carefully select and design homework according to the differences of students, and should not blindly specify homework from supplementary textbooks or correct homework by simply answering answers. It is necessary to ensure proper homework, timely correction and timely feedback, and ensure that students' extracurricular study is conducive to the realization of teaching objectives and the healthy growth of students' body and mind. Do a good job in after-school counseling for rural primary and secondary school students and try to solve students' learning difficulties at school.

In the process of detection and evaluation, we should pay attention to the organic combination of process evaluation and summative evaluation. Analyze the evaluation results in time, find out the shortcomings in teaching and learning, and put forward opinions and counseling.

Fourth, strengthen the research and guidance of bilingual education, and promote the scientific and standardized work of bilingual education.

10. Strengthen the research of bilingual education. Actively encourage universities and research institutes to pay attention to and study the new situation and problems of bilingual education in Xinjiang, and carry out in-depth experimental research and institutional innovation research to improve the quality of bilingual education. Research on the quality of bilingual education should be highlighted in the scientific planning of education in autonomous regions. Education administrative departments at all levels should also actively strive for funds to support bilingual education research. Give full play to the role of the Autonomous Region Bilingual Education Research Association and Expert Committee, integrate the research resources of bilingual education in the whole region, carry out in-depth bilingual education research, and provide decision-making consultation for bilingual education management. Organize academic seminars on bilingual education, exchange experiences, study problems and make suggestions. Run journals such as Bilingual Education Research well and improve the exchange and learning platform of bilingual education research results.

1 1. Give full play to the role of the teaching and research section. Strengthen the construction of bilingual teaching and research team. Teaching and research institutions at all levels should strengthen the training and improvement of the existing teaching and research team, enhance the bilingual teaching guidance ability of teaching and research personnel, and build a teaching and research team that adapts to the development of bilingual education in the autonomous region. It is necessary to strictly standardize the qualification standards and selection and appointment management of teaching and research personnel, and give priority to hiring educators with bilingual teaching guidance ability to enter the teaching and research team. Teaching and research personnel at all levels should establish the idea of serving bilingual education, primary schools and teachers, attach importance to bilingual classroom teaching practice, and often go deep into primary and secondary schools to give lectures, evaluate classes and organize teaching seminars to help bilingual teachers master subject curriculum standards and improve teaching strategies and methods. The time for teaching and research personnel in autonomous regions, prefectures and counties to attend and evaluate classes at the grassroots level each semester shall not be less than 40 hours, 60 hours and 80 hours respectively.

12. Strengthen school-based teaching and research work. It is necessary to take teaching research and improving teachers' quality as an important task to promote the connotative development of schools, establish and improve various systems of school-based teaching research, promote teachers' professional growth and improve the quality of education and teaching. Teachers should study classroom teaching deeply and strengthen the research on teaching design, classroom organization, curriculum standards, teaching materials, curriculum resources and curriculum evaluation. We should actively carry out the research and practice of teaching methods and learning methods, fully tap the positive factors of traditional teaching methods, learn, absorb and apply modern teaching methods and theories, and constantly optimize the teaching process. School leaders should go deep into the front line of teaching, understand and be familiar with classroom teaching, and strive to become leaders and demonstrators in researching and improving the quality of bilingual classroom teaching.

13. Strengthen bilingual classroom teaching guidance. The autonomous region continues to carry out bilingual classroom teaching guidance activities in primary and secondary schools, organize outstanding teachers, teaching researchers and experts to give lectures in remote areas, and train grassroots teachers. Continue to carry out remote synchronous demonstration class activities, and provide high-quality observation classes and demonstration classes for teachers in the form of distance education. Counties, cities and districts should also organize bilingual teaching guidance activities in a planned way to provide strong help to grassroots teachers and promote the improvement of teachers' teaching ability.

Fifth, speed up the construction of bilingual teaching materials and educational informatization, so as to provide strong support for improving the quality of classroom teaching.

14. Strengthen the construction of bilingual teaching materials. According to the requirements of curriculum standards, organize experts to independently develop and compile all kinds of teaching materials that meet the requirements of bilingual education in primary and secondary schools, especially the research and development of Chinese, Chinese and minority languages. It is necessary to further revise the existing bilingual textbooks and gradually improve the bilingual textbook system from primary school to high school. Strengthen the training of teachers in learning and using curriculum standards, teaching materials and related teaching resources, so that teachers can be familiar with, understand and use curriculum standards and teaching materials as soon as possible.

15. Vigorously promote modern distance education. Implement the "Xinjiang Bilingual Modern Distance Education Construction Plan" and strive to improve the basic conditions of information technology in bilingual classes. Strengthen the application of distance education and give full play to the role of high-quality teaching resources in improving teaching quality. Schools that fail to complete the course due to conditions should rely on the "Banbantong" project to complete the national course through distance education and meet the requirements of the prescribed class hours. Establish and improve rules and regulations, improve the use efficiency of distance education classrooms (including CD-ROM playing classrooms, multimedia classrooms and computer classrooms), and ensure that each set of equipment is used for no less than 20 class hours per week. Vigorously promote the popularization of CD-ROM teaching in primary and secondary schools, especially rural primary schools and teaching points. Improve teachers' ability to apply information technology in an all-round way, and promote information technology to better serve school management and curriculum teaching, and serve teachers' professional development and students' all-round development. Through independent development, translation, introduction and resource sharing, we will speed up the construction of bilingual distance teaching resources and distance training resources for bilingual teachers. Actively carry out competitions such as courseware, lesson plans and software for bilingual teachers, and select high-quality educational resources for teachers to learn and use while creating a strong atmosphere for distance education.

Six, improve the training of teachers, and build a team of high-quality teachers to adapt to bilingual teaching.

16. Broaden supplementary channels for bilingual teachers. According to the needs of promoting bilingual education in Xinjiang, we will steadily implement the special post plan for bilingual teachers. Expand the scale of teachers' teaching and college students' internship teaching inside and outside the region to alleviate the current shortage of bilingual teachers in primary schools.

17. Reform the training mode of normal universities. Normal universities should further clarify the purpose of serving rural basic education and expand the scale of bilingual teacher training. Expand the directional training plan for free normal students, and train bilingual teachers who can "get down, stay and do well" for remote rural pastoral areas through directional enrollment, directional training and directional employment. In accordance with the requirements of basic education curriculum reform, we should focus on cultivating bilingual teaching ability, deepen the reform of talent training mode and improve the teacher training mode to meet the needs of bilingual education. It is necessary to further strengthen the educational practice course for normal students, improve the practical teaching system for college students and enhance the adaptability of normal students to bilingual teaching. Actively carry out mixed classes of Chinese and minority students in normal universities, encourage minority normal students to study in different classes, and strengthen the study of minority language courses for normal students whose mother tongue is Chinese. Strengthen the management of normal students' training process, combine "intensive examination" with "process elimination", and take evaluation as the guidance to promote the all-round development of normal students' political quality, bilingual level, professional ability and teaching skills.

18. Effectively improve the training quality of bilingual teachers. According to the needs of the construction of bilingual teachers, we will continue to increase the on-the-job training of bilingual teachers, rationally plan the training tasks according to the principle of "emphasizing key points and giving consideration to the general", and carry out the training of bilingual teachers at different levels by combining key training of the state and autonomous regions, universal training of prefectures and supporting training of provinces and cities. Strengthen the management of trainees, establish and improve various training rules and regulations, and form a sound management system and training quality monitoring system. Deepen the reform of training and teaching, adhere to small class teaching, increase the intensity of oral Chinese training, highlight the training of subject materials, strengthen teaching practice and practice, and improve the quality and efficiency of training. Improve the school-based training system of bilingual teaching, so that bilingual teachers can grow up in practice. Improve the evaluation index and supervision mechanism, and strengthen the evaluation and supervision of the training effect of bilingual teachers. Fully mobilize the participants' learning enthusiasm, establish and improve the guarantee system to stimulate the participants' learning enthusiasm, and link the training effect of the participants with their positions, professional titles promotion and performance salary assessment and reward.

19. Strengthen the management of bilingual teachers. Formulate and implement professional standards for minority bilingual teachers to promote their professional development. Standardize the identification of teachers' qualifications and prevent social personnel who do not meet the teaching conditions from entering the teaching team. Newly employed ethnic bilingual teachers (MHK) whose mother tongue is not Chinese should meet the corresponding standards set by the autonomous region. That is, the Chinese teachers in secondary vocational schools and ordinary high schools are 4 B and above, and the non-Chinese teachers are 3 A and above; Chinese teachers in junior high schools and primary schools are Grade A and above, and non-Chinese teachers are Grade B and above. At the same time, the national language application ability, professional knowledge ability and teaching ability of the subjects taught should also reach the corresponding level. Minority teachers should strengthen the study of the national common language and improve the teaching ability of the national common language and characters; Bilingual teachers whose mother tongue is Chinese should also learn minority languages to improve the quality of bilingual teaching. Strengthen the dynamic management of bilingual teachers, establish a real-name registration system information base for bilingual teachers, and establish a regular assessment mechanism for bilingual teachers' teaching ability. The assessment results are linked to job promotion, performance pay and assessment reward. Strengthen the construction of bilingual backbone teachers and establish a training and management mechanism for bilingual backbone teachers. Organize regular evaluation activities for excellent bilingual teachers and reward them.

Seven, strengthen the quality monitoring and evaluation of bilingual education, and promote the scientific development of bilingual education.

20. Improve the enrollment system for minority bilingual students. According to the new requirements of the development of bilingual education, we will further revise the examination policy for junior middle school classes, study and formulate more targeted examination modes and enrollment methods in the senior middle school class examination, junior high school graduation examination, senior high school graduation examination and college entrance examination, highlight the examination of bilingual learning ability, application ability and comprehensive quality, and guide the sustainable and healthy development of bilingual education science.

2 1. Strengthen the quality control of bilingual education. Improve the quality monitoring institutions of bilingual education and establish a quality monitoring system of bilingual education covering the whole of Xinjiang. Under the guidance of the relevant departments of the Ministry of Education, coordinate relevant universities, scientific research units and quality monitoring institutions inside and outside Xinjiang, and organize the quality monitoring of bilingual education. Gradually expand the scale and curriculum categories of bilingual education quality monitoring in primary and secondary schools. Establish a regular report system for bilingual monitoring, and put forward suggestions for improving bilingual teaching.

22. Improve the supervision mechanism of bilingual teaching evaluation. According to the evaluation index system of bilingual teaching in compulsory education schools (Trial), organize bilingual classes in primary and secondary schools to carry out evaluation work. On the basis of school self-evaluation and self-examination, the autonomous region should regularly evaluate bilingual teaching in primary and secondary schools and county-level education administrative departments. Through evaluation, it can promote the school to strengthen quality awareness, standardize teaching management behavior and promote the balanced development of education. Commend and reward counties, schools and individuals who have taken effective measures to promote the quality of bilingual education and achieved remarkable results.

23. Develop and popularize language testing tools. 20 12 completes the transition from Chinese proficiency test (HSK) to China Minority Proficiency Test (MHK). Introduce other testing methods such as Putonghua proficiency test in time to test the teaching effect of the national common language. Develop and promote the use of minority language testing tools to promote the improvement of minority language learning level.

Eight, establish and improve the management mechanism of bilingual education, and create a good atmosphere to promote bilingual education.

24 to strengthen the leadership of the quality construction of bilingual education. Education administrative departments at all levels have the main leadership responsibility for improving the quality of local bilingual education. The main leaders should pay attention to the investigation and study, take the initiative to listen to the report on the quality of bilingual education, and solve the difficulties and problems in the work in time; Leaders in charge should shoulder the direct responsibility of quality construction, do a good job in education quality, and form a working mechanism of teaching quality management that the main leaders personally grasp and the leaders in charge specifically grasp. We should give full play to the role of supervision and other functional departments, improve the supervision and inspection mechanism of bilingual education quality, and adopt targeted policies and measures to promote the continuous improvement of bilingual education quality. The headmaster is the first person responsible for the quality of bilingual education, so he must establish the concept of quality first and strive to improve the quality of education and teaching.

25. Create a positive and healthy campus culture. Adhere to moral education first, integrate the socialist core value system into the whole process of national education, focus on the education of ideals and beliefs, patriotism and national unity, and strengthen the education of national consciousness, civic consciousness, legal consciousness and Chinese national consciousness on the basis of civic moral education, so as to guide students to establish a correct world outlook, outlook on life, values and outlook on honor and disgrace. Strengthen anti-secession and reverse osmosis education in the ideological field, persistently carry out the education of "five views", "three separations" and "four identities" of Marxism, and resolutely resist the infiltration and destruction of hostile forces. Innovate the form of moral education, enrich the content of moral education, improve the evaluation of moral education, continuously improve the attraction and appeal of moral education, and enhance the pertinence and timeliness of moral education. Give full play to the unique advantages of Xinjiang's regional characteristics and traditional culture of ethnic minorities, closely combine the actual work of bilingual education in our school, and solidly carry out the construction of school spirit, teaching style, study style and teachers' professional ethics. Establish a cultural concept of mutual appreciation, mutual tolerance and mutual learning, and actively carry out various campus cultural activities to create a good atmosphere for promoting bilingual education.