A strengthening teacher-student communication , timely adjustment of bilingual teaching methods most of my school basic and clinical professional theory courses have opened bilingual programs, students of bilingual teaching process problems and solutions have practical experience . Strengthen teacher-student communication , timely understanding of its impact on students' English proficiency requirements for bilingual education , timely adjustment of bilingual teaching methods, contribute to better carry out bilingual teaching pediatrics . The Department do:
增強師生溝通，趁早調小曲整雙語教學辦法我校大多基礎及臨床專業理論課已開設雙語課程，學生對雙語教學過程中存在的問題以及解決辦法有切身的體驗領會。增強師生溝通，趁早理解學生的英文水準及其對雙語教學的要求，趁早調小曲整雙語教學辦法，有助于更好地開展兒科學雙語教學。

1.1 through various forms , medical students learn English proficiency large classes each semester before the commencement of the theory , and Medical Department of Academic Affairs, Foreign Language Department and other relevant teacher closely , issuing questionnaires to the students , the students simply professional word test , the initial understand students' English proficiency and bilingual education for pediatrics requirements and recommendations , which the next appropriate bilingual education system has an important meaning.
充分理解學生需要的教學模式以及學生在教學過程中的學習重點、外語教研室等相關老師關系近結合，發放問卷調查表給學生，對學生施行簡單的專業單詞測試，開始階段的理解學生的英文水準及對兒科學雙語教學的要求與提議，這對下一步制度相宜的雙語教學標準樣式有關緊意。

1.2 Regular feedback , evaluation, timely adjustment of bilingual teaching methods in the teaching process of Pediatrics , University leadership regularly organize teachers and students for discussion, teachers and students to further strengthen the awareness of the importance of bilingual education , bilingual teaching quality evaluation both organizations to keep abreast of teachers and students of bilingual teaching ideas and teaching effectiveness, so that teachers can adjust bilingual teaching methods, to mobilize the enthusiasm of students , to ensure teaching quality .

Two stages of theoretical teaching English vocabulary to the medical profession as an entry point for bilingual education , combined with students' English proficiency , select the appropriate bilingual teaching.

2.1 Theory Teaching English vocabulary to the medical profession as an entry point for bilingual education theory teaching process, the classroom teacher in every lesson to students before class teaching outline , focusing on medical professionals need to master English vocabulary and English textbooks relevant sections to allow students to classroom content to have a preliminary understanding. Students become familiar with the process of rehearsal terminology spelling, pronunciation , and then preview specialty materials , encourage students to create professional thinking and thinking in English point of integration , gradually develop familiarity with the English way of thinking expertise quickly enhance students taught in English the lectures levels .

2.2 for different characteristics of students with different academic bilingual teaching in the Department of Education level, the teaching of this theory is characterized by : ① taught for five-year undergraduate students in bilingual teaching methods using retentive , courseware courseware partly English , Chinese explanations, classroom the teacher repeatedly emphasized some important professional words. ② schooling for students and medical students taught using long immersion bilingual education , which is what we call the full English. Besides the classroom as much as possible to use English to ask questions, discuss other ways to strengthen interaction with students . Before the end of the course using the 15 ~ 20 min for students with lectures hosted a typical English case discussions related to active classroom atmosphere , give full play to the potential of students and inspire students for professional and professional interest in learning English , and further deepen the students' theoretical knowledge and professional understanding and grasp of the word .

For example, in teaching " neonatal sepsis ", the teacher questions prepared in advance by the student-led discussion and analysis of typical cases of sepsis , students neonatal sepsis risk factors, clinical manifestations, diagnosis and treatment of a clearer understanding of the principles , memory more profound , and mastery of common English words such as neonatal sepsis ( neonatal sepsis ), immaturity ( immature ), jaundice ( jaundice ), apnea ( apnea ), dyspnea ( difficulty breathing ), hepatosplenomegaly ( hepatosplenomegaly ) , petechia ( petechiae ), purulent meningitis ( purulent meningitis ), omphalitis ( omphalitis ) and so on. By teachers, students and teaching supervision of classroom teaching quality evaluation, that at this stage of bilingual teaching mode is suitable for students of different levels of English proficiency to achieve the purpose of bilingual education by students.

Three phases of clinical practice teaching student , teacher as a guide, using a variety of teaching methods continue to consolidate students' theoretical knowledge and professional English application skills . Continue into clinical practice for bilingual education theory teaching content to consolidate and improve on the future clinical, research and academic exchanges will play a very important role. After a three-year medical students the theoretical course of study after already have a certain amount of medical expertise and proficiency of English , so we use in clinical practice with the student, teacher- directed teaching methods, combined with PBL teaching France , case teaching method, standardized patients (SP) and other teaching methods for clinical trainees , interns bilingual teaching .

3.1 trainee teaching practice teaching level, the teaching phase is characterized by:
① pediatric trainees attended a class hours per cycle standardized patient interrogation training , teachers organize students to role-play , patient communication by the students in groups of medical history for questioning , inductive case features . Encountered no English word or expression is not correctly expressed by teachers to supplement and correct . ② organize students to participate in two hours of bilingual case discussion . Week before the case discussion , teachers to have a good choice of typical clinical data , Hardcover relevant chapters and important English words distributed to students, require students to focus on reviewing Theory Course are required to master the theoretical knowledge and professional words. First by student-led case discussions , case characteristics are summarized , analyzed the possible diagnosis and differential diagnosis , the next step treatment program . Teachers for students to discuss problems in the process of summing up in explaining the key and difficult time , in English interspersed with Chinese repeated explanations, to ensure focus and difficult thoroughly publicize , while according to the students' level of English and feedback to adjust the use of English ratio to ensure the effectiveness of clinical teaching .

3.2 attachment phase
Since 1998 , ten years our department insisted weekly English teaching rounds , four weeks a general English system of case discussion , ask students to full participation and speeches. Students from independent English literature search to chart download , PPT production, etc. , at all levels have been given "real nature" exercise, to further improve the pediatric professional language skills . Right to participate in the practice of medicine long schooling medical students , interns in addition requires a certain amount of English writing medical records for medical English book report will be competitions and English . Through this practical , interactive style of teaching, not only improve the teacher-student language proficiency , but also cultivate the students' active learning , find good literature study habits, improve their clinical analysis, problem-solving abilities , exercise their summarized, the ability to express their views ; also create a good atmosphere of learning English , to achieve the level of foreign language teachers and students to improve mutual promotion and common goals , by the students. After sequential bilingual teaching medical students expertise and English language skills have been systematic training , teaching good effect. Graduates of our school calendar on the survey results show that all English classes and long schooling more quickly after graduation to become the backbone department , was widely welcomed by the employers . 20 years of bilingual teaching practice shows that stick sequential pediatrics teaching, a good grasp of bilingual teaching methods and standards , and help to improve the quality of bilingual teaching pediatrics , training with strong international competitiveness of high-quality medical students .