First of all, to be an excellent IB teacher in China, the prerequisite must be an excellent bilingual teacher. A bilingual teacher in China means that both Chinese and English are fluent. In a word, a qualified IB teacher should spend three quarters of his time speaking English and one quarter speaking Chinese in class. Of course, it would be better if this IB teacher could speak English all the time during a class. However, when some abstract concepts such as philosophy, religion and archaeology appear, teachers still need to explain them in Chinese. That is to say, in China, a good IB teacher must be a good bilingual teacher. However, how to make a China teacher a good bilingual teacher? As a teacher in China, as long as he can speak Chinese and English, will he be a good bilingual teacher? The answer is not that simple. As an IB teacher, whether he teaches chemistry, historical mathematics or other courses, he should know how many students in his class know English and how many students only know a little English. Why must IB teachers be bilingual teachers? Because IB is an international diploma program introduced from abroad, it originated in Britain, and the official language of Britain is English. Therefore, IB teachers must prepare lesson plans in English, and many China students are not proficient in English. Therefore, as a qualified IB teacher, we must emphasize the importance of bilingualism. But what is bilingual teaching? Bilingual education actually originated from some immigrant countries such as Canada and the United States. In Canada, English-speaking people speak English and Quebec speaks French, so Canada is a bilingual country, and English and French are the official languages of Canada. In the United States, the official language is English, and new immigrants must learn English after coming to the United States. Some people are sent to ESL (English as a Second Language) schools, and more people are sent to bilingual education schools. For example, in new york and Florida, many new immigrants are sent to ESL schools to learn English. So, what is bilingualism? Different linguists have different understandings of this. Weineveich said that bilingualism is defined as "two languages that can be used freely at the same time". Haugen said that bilingualism is "being able to say very beautiful sentences in two languages". Fishman said, "I can talk freely in two languages in communication." Halde argues that "although you talk in one language, you can always switch to another language for communication". Second, as a good bilingual teacher in China, you should know what kind of bilingual teaching methods to use. Different learning methods will produce different teaching effects. Take China students as an example. China students are very smart, can restrain themselves and basically respect their teachers. However, in China, we have not trained them as Nobel Prize winners. Why? Are our China students really so stupid? Actually, no. Many China students go abroad to study. At first, they don't have their own independent opinions in class, and they are often in a passive position. However, a few years later, they inherited the western way of life and absorbed the western way of education, and soon changed. They not only have their own independent opinions, but also often show their talents in front of everyone. They can get the Nobel Prize, like Li Zhengdao and Yang Zhenning and many others. Why do China students get the Nobel Prize when they study abroad? This is worthy of our deep thinking as teachers. As a bilingual teacher, I have taught in both new york High School and China High School, and I always like to think about this question. I think there may be something wrong with our teaching methods. Teacher China always likes to use the traditional teacher-centered teaching method in the classroom teaching process. Students can learn very detailed English grammar knowledge in class. However, you can't express your thoughts and feelings in simple English. Students have no problem answering the test paper, but they are afraid to answer the phone. They can have good reading comprehension, but they are afraid to have a dialogue with English teachers. Students' practical language ability is very poor. However, all IB courses are taught in English, and students must read, write, speak and answer all kinds of questions in English. Therefore, how to make IB teachers in China master enough English in a short time depends on the use of teachers' teaching methods. In fact, all subject teachers must be experts in his subject and must also teach with ESL teaching methods. I think "natural acquisition method" is very effective for teaching students to learn English. What is "natural acquisition"? According to John e. W. According to Voller and Patricia, "natural acquisition method" is not only to teach students to learn languages in class, but also to enable students to communicate with each other and participate in classroom activities. Through this kind of classroom activities, students can improve their English level in a short time and communicate with others in English as their mother tongue. But in fact, it is impossible for students to learn to speak English automatically in the classroom, so the "natural acquisition method" includes three principles of language teaching: a, it must be the training of basic English skills in the classroom; B when students make grammatical mistakes in speaking English, teachers should not interrupt students to correct them; C when students answer any English questions or communicate in English, they are allowed to answer in English and other languages at the same time. When teaching, IB teachers should let students speak English as much as possible, and the more they speak, the better. Even if there are grammatical mistakes, don't correct them at that time. However, it must be remembered that IB teachers must use western teaching methods to make students speak English in class. I still remember that one of the students I taught was very poor in English at the beginning. I taught him English by "natural acquisition method". He worked very hard and finally passed the IB diploma in history. Third, understanding China's culture and educational thoughts is of great help to IB teachers in China. In fact, students in China are very familiar with Confucius' Confucianism, which has spread for thousands of years. Obedience is the main principle of students. Students must listen to the teacher carefully at school and not always ask questions. You can't challenge teachers and other students in class. If they do this, they are considered to be good at expressing themselves. Top-notch students are often considered as "heterogeneous". Therefore, many students in China are afraid to answer questions. They are afraid that they will get wrong answers and be laughed at by their classmates. Only when they are sure that their answers are 100% correct will they dare to answer. Even sometimes, when some students put forward their own different views, other students say "shut up and listen to what the teacher says, don't always think that you are always the right one, and listen to what the teacher says", which is a very traditional idea. I am also very familiar with this idea, because my father taught me this way when I was young. When I became a teacher, I visited some students' homes, and their parents also said, "Listen to the teacher, don't always think you are right." However, in fact, teachers should not be dictators in the classroom, nor should they be rulers of students. According to IB's curriculum requirements, a good teacher should be a leader of students, a participant in classroom teaching, a source of student resources and a leader of students. To be a particularly good IB teacher in China, we should apply China's traditional teaching thought and IB thought to teaching practice. I firmly believe that IB students in China can learn the courses well and achieve all the goals required by IB. But their real understanding of IB's thoughts depends on the teachers who teach IB. Generally speaking, Mr. China is good at using the traditional Confucius teaching thought to teach, that is, the teacher-centered teaching method. We do have some good teachers who are good at teaching students how to pass exams, such as TOEFL and IELTS. Students in China generally get higher scores. Among the China students I met in the United States, the TOEFL score can reach more than 600, but they don't know "French toast" and "yangchow fried rice". I clearly remember that the students of grade 98 IB didn't understand any English in my history class. However, their enthusiasm for learning history is very high. How can I teach them? I use IB thought and ESL teaching method to build their confidence. I use the following five aspects to build their confidence in learning history. 1 praise them. Help them set realistic goals, and help them treat themselves realistically. Encourage them when they see their progress, and help them learn more from others. I often encourage them with self-esteem. I helped them solve their difficulties. When they don't understand English, I explain it word for word from the history textbook. When answering a historical question, I provided them with a framework to answer, let them refer to this framework and use their imagination at the same time. They did a good job. I praise them and encourage them to communicate and discuss in class. Within six months, they really mastered the skills of reading English textbooks and writing history papers, with few English grammar mistakes. I firmly believe that bilingual education is feasible in China. Although they speak Chinese every day in China, I insist on creating an English environment. They must speak English with me and read English history books. Finally, they overcame difficulties and built up confidence. To their great surprise, they basically mastered English in one year and passed the IB history exam. This fully proves that although China students only know a little English, through their own efforts, they can still study IB and pass the IB exam to get a diploma. I'm proud of them. Through my practice of teaching IB, I think China students can study and finally get IB diploma through IB as long as they study hard. IB is not unattainable. Sometimes, I think if he is a competent IB teacher, he must do the following: he is the conductor of a band, a good actor on the stage, a good parent of children and a good friend of students. However, this is a controversial view, and some people hold different ideas about it. Because a good teacher is not only a good actor on the stage, he must be able to mobilize the audience to participate with him. A good teacher is not necessarily a very good parent, because parents sometimes spoil their children very much. And teachers can't spoil their students, let alone be partial to one student. A teacher can't just be a student's friend, because friends sometimes turn against each other and don't become friends, and a teacher can't turn against each student. He should treat each student equally. Therefore, I think: 1 In class, teachers should listen to different opinions. All students must participate in classroom teaching and express their views. Teachers should prepare their own classroom teaching plans very carefully, his teaching methods must be attractive and approachable to students, and his body language must be appealing to students. But one thing must be remembered, no teacher can sing a solo in class, and students must participate in classroom teaching with the teacher. Teachers must cultivate students' independent learning ability. Preference for students is a taboo as a teacher. Because it will hurt the learning enthusiasm of many students. All students should receive equal education, and teachers must treat all students equally, regardless of whether they are good students or poor students. As a teacher, we should treat students warmly like friends, like students, and bear considerable responsibility for students. Because the teacher's behavior and words have a far-reaching impact on students. Therefore, as a teacher, we should learn to love our students, because the quality of students has a great influence on society. Fourth, as a good IB teacher, we must carefully write a class lesson plan. Whether we can write a class lesson plan well is very important for an IB teacher. So, how to write a good classroom teaching plan? I'd like to make some suggestions here. 1.Before writing the lesson plan, the teacher should know all the conditions of the students, including their study, family status, their social contacts and their personality. For example, many IB students in China have very rich family status. They like to learn English and want to go abroad. They are very open-minded. They like to watch Hollywood movies, play computer games and enjoy the western lifestyle. They like to eat KFC McDonald's, drink coffee and coke, watch NBA games in the United States, and follow the singers of rap Music, and imitate them to perform. However, some of them are not diligent in their studies and are afraid of hardship. Some students always think that their families are very rich, and even if IB fails to study, their parents can find a way for them. Therefore, they have high self-reliance, think that they are smart, have poor psychological endurance, and can't stand any setbacks in their studies. And this is exactly what our IB teachers need to understand and help them, which can not be ignored in our lesson preparation. 2. Always think of the requirements of IB curriculum and outline, because this is a necessary link in the course teaching. For example, IB syllabus requires that Middle East history be taught, but teachers can't explain it stiffly, and they must combine it with reality. The "911"incident can lead to the history of the Middle East. Because the Taliban and bin Laden belong to Islamic fundamentalists, in this way, the classroom can naturally transition to explaining what Islam is, its factions, birthplace, founders and other Middle East history. 3. How to write a good lesson plan? A good IB teacher should have a good preparation before class, be clear about the teaching purpose and steps of each class, and prepare teaching tools, class summary, class inspection and homework. For example, the following is an IB history lesson plan: Teaching topic: What is the Japanese character? Teaching purpose: Students should know and describe the Japanese national character through this course. Inspiration: learn from, improve and become your own knowledge. Teaching process: (1) Take out a picture with Chinese characters and Japanese characters on it, and let the students distinguish their similarities and differences. Students can tell them apart quickly. The teacher asked the similarities and differences between them and the reasons. The students immediately answered that in the Tang Dynasty, the Japanese came to China to study Chinese culture. They borrowed Chinese fonts and created their own written characters. Chinese culture has a great influence on Japanese culture, so that the title of Yomiuri Shimbun, a famous Japanese newspaper, remains in Chinese font. (Note: painted on the last page) (2) How does the geographical environment cause the Japanese national character? Advantages of geographical environment: 1 single nation 2 is eager to learn advanced technology. Safe geographical defense position, easy to have an open mind to learn from other countries. Disadvantages: 1 The land area is too small to develop agriculture and forestry. There is a serious shortage of natural resources and raw materials. There are few mineral deposits and rare metals in Japan. The increasing population is a great pressure on a small island country. Being far away from the mainland, island countries may cause the narrow mentality of Japanese nationality. (3) Summary: In order to develop their country, Japan actively draws lessons from advanced science and technology and ideology and culture from other countries. (4) Give examples to illustrate the national character of the Japanese: learn from it, improve it and turn it into your own knowledge. Where did TV first come from? America. Where did the watch originally come from? Switzerland. Where did the camera originally come from? Germany. Where did computers first come from? France, America. However, few people know this. Now the famous TV sets and cameras are all made in Japan. The Japanese are very clever to learn all the advanced knowledge he needs, turn them into their own and innovative products, turn them into famous products, dump them everywhere and occupy the market. (5) summary. Japanese national character: learn from, improve and become your own knowledge. (6) Classroom inspection. Give an example to explain how the Japanese national character was formed. 7) Assign homework. This paper discusses why the Japanese national character is "learning from, improving and turning it into students' own knowledge". How is this national character formed? What can we learn from China people? 5. As an IB teacher in China, we should be very clear about IB syllabus and requirements, and apply them to teaching activities all the time. Western IB syllabus emphasizes extensive knowledge and creative independent thinking. In fact, the syllabus emphasizes that only by organically combining culture, education and language can the teaching objectives be achieved. Through the following IB curriculum and the requirements for IB students' diplomas, we can clearly see this organic combination. (1) language A 1 (Chinese), (2) language b (English), (3) social science (history, economics, geography and philosophy), (4) natural science (chemistry, physics, biology), mathematics, world culture and computer science. All IB students must study the courses in the above chart before they can get IB diplomas. According to the western curriculum requirements, IB teachers should be the providers of students' learning resources. In the process of teaching, teachers are not absolutely correct in all questions. Students must participate in the teaching process and express their own views and ideas. They must do this, and teachers must teach students to do this. Because the IB syllabus requires this. For example, in the IB history exam, there are six questions, namely, (1) the cause, result and influence of the war. (2) The influence of independence movement and decolonization movement on these colonial countries after World War II. (3) the situation of social and economic systems in countries around the world. (4) The important role played by international organizations in international affairs after World War II. (5) The situation of the cold war after World War II. (6) The performance of the human rights situation around the world after World War II. Among them, each topic includes 5 small questions and 1 ***30 questions. In order to pass the IB history exam, each IB student must choose two small questions from each of the two big questions and complete them within one and a half hours. The English words of these two small questions must be 800- 1000, and there must be no English grammatical mistakes and no more than three spelling mistakes. At the same time, every IB student must hand in a historical research paper of about 3000 words, and no English grammar mistakes are allowed. For IB students in China, these requirements are very high. However, they searched for information through multiple channels, discussed and studied the topics they were interested in, and finally wrote a paper. Teachers should give different counseling according to the needs of different students for different problems, so that they can master extensive knowledge and independent thinking ability and better complete IB international diploma examination. I think my students should belong to the continuous bilingual teaching project. According to the definition of Mr. Carols, any bilingual student can join the continuous bilingual teaching project. Students accept the way of teaching in two languages in bilingual classes, which has actually been carried out in many schools in the United States. The essence of continuous bilingual education includes teaching all kinds of cultures in two languages, from kindergarten to high school, to grade two and even to some courses in universities. And I teach my students with this idea, and my students have made great progress in continuous bilingual teaching. And excellent bilingual teachers must master three methods of bilingual teaching: gradual bilingual teaching method, maintenance bilingual teaching method and two-language intensive bilingual teaching method. Teachers should know which teaching method is suitable for their students. Besides, to be a good bilingual teacher in China, we must create a good bilingual environment in the classroom. I mean, bilingual education actually creates an opportunity for students to keep their mother tongue and learn English. In the process of bilingual teaching, his idea is that bilingual education has developed a strong conversational ability about mother tongue and other languages, which has always affected students' life of growing into adults. 6. An excellent IB teacher must have modern western ideas. Dewey is a famous educator in the United States. His theory is that school is society and society is school. Students should learn to solve all social problems in school. In the United States, many schools offer basic social practice courses, such as driving courses, car repair courses, cooking courses, typing courses, secretarial courses and so on. Western schools focus on cultivating students who can solve social problems, and they are sending talents for the society. However, schools in China pay more attention to the enrollment rate, and the teachers of all schools send talents to colleges and universities, not directly to the society. China's exams become a guide to all school activities. The "single-plank bridge" of the college entrance examination has made many students get high marks and low energy, and the phenomenon of "one exam will determine the success of Kun" has made many students lose the opportunity to go to school. And IB has two exams a year, pre-exam and graduation exam, and students can take several exams, which is very flexible for students. Some teachers want to ask how to really teach IB students well. In my opinion, IB teachers should strive to improve their own level. They should go to an international school to visit the IB program and listen to the IB teacher's class. More importantly, IB teachers should participate in the annual subject study classes organized by the International Diploma Organization, receive systematic IB subject training, and enrich their teaching experience. At the same time, I will also participate in the activities and training of all international IB discipline organizations. Because in these training processes, IB teachers can better learn what they don't understand and need to learn; Learn to look at problems in a forward-looking way; Learn to get along with people from different cultural backgrounds and countries; Learn to tolerate, accommodate, and tolerate people who disagree with themselves and have different views. Conclusion: An excellent IB teacher in China should be an expert who is proficient in subject knowledge, and is very clear about IB curriculum outline and requirements. He can try his best to improve his classroom teaching methods and actively participate in training activities organized by international diplomas. At the same time, he should abandon China's traditional teaching thought, have an international education level, and be a high-quality and high-grade teacher. I really hope that more China teachers can join the ranks of international diploma education. WTO makes China more internationalized, while IB can internationalize education in China. Finally, I sincerely hope that IB schools in China will become better and better!