Research on Bilingual Teaching Practice of Computer Basic Cours

This paper discusses how to enhance the ability of students to master the professional knowledge of basic computer courses and the second foreign language media knowledge through bilingual teaching, analyzes how to improve the students’ knowledge level and foreign language ability in the process of bilingual teaching of basic computer courses, and balances the relationship between the teaching of professional knowledge and the improvement of foreign language level. The teaching practice shows that the bilingual teaching method can improve students’ academic performance to a certain extent.

The ultimate goal of bilingual teaching is to promote students to use their mother tongue and foreign language for thinking exchange, at the same time teaching students basic knowledge of information technology, training students to have strong foreign language application ability, making students have the ability to acquire new knowledge and technology with new language media, laying the foundation for training international talents with innovation ability and practical ability (Li, 2019).

Select Appropriate Teaching Materials
Teaching materials and auxiliary materials are important factors that affect the implementation of bilingual teaching. Therefore, teaching materials should be selected according to the characteristics of the discipline and the level of students. The teaching materials should reflect the new development of the discipline and the new system of personnel training in line with international standards. The knowledge series, foreign language vocabulary series and related application series in the original English textbook constitute the most practical knowledge system with foreign language as the expression medium. English teaching materials have the advantages of new knowledge, rich content, detailed data, proper narration, and emphasis on practice. Therefore, the use of the original English teaching materials is the most basic prerequisite to grasp the quality of bilingual teaching. In selecting the original textbook, we should consider the factors that affect the learning interest and understanding efficiency, such as the training objectives of the students, the difficulty of foreign language expression in the text, the proportion of basic mathematical application and algorithm, and program design (Wang, 2019b).
Teaching auxiliary materials are the appropriate supplement and improvement of the actual teaching situation. In the process of teaching, teachers can distribute the professional vocabulary comparison manual classified into volumes to help students better understand the textbook and provide the outline of main knowledge points to improve students' interest in learning (Chen, 2020).

Teaching Mode
The bilingual teaching mode is flexible in accordance with the students' understanding and the coverage of curriculum knowledge. The interactive teaching mode between teachers and students will communicate with each other's information exchange and feedback on the understanding. In the process of teaching, teachers should not only consider students' knowledge base and receptive ability, but also make more flexible teaching steps and methods according to students' understanding of professional English. The teaching of professional knowledge of the course adopts 45 degree increasing function curve, and the application Open Journal of Modern Linguistics degree of foreign language in the course adopts the normal distribution function curve with peak value as square wave. The theoretical knowledge and application ability of students to the course content should be gradually consolidated and improved with the progress of the course teaching. Bilingual teaching or native language teaching can not affect the mastery of the course knowledge, while the introduction and application of foreign language media should be reasonably adjusted according to the mastery of the knowledge. In the first few weeks of the course, both Chinese and English are used interchangeably in the teaching process, with Chinese as the main part of the explanation, English as the introduction of professional terms and simple contents, and Chinese as the explanation of key points and difficulties. With the improvement of students' English level and the gradual adaptation of teaching methods, teachers can gradually increase the proportion of English teaching, and finally transition to English teaching as the main or even all English teaching. In the later period of course learning, considering the wide application of problems and the need of course review, teachers can appropriately increase the proportion of Chinese application. In terms of class discussion, programming and interpretation, teachers can encourage students to use English as much as possible. In addition, in the whole teaching process, students' acceptance of English expression should be taken into account, and flexible teaching arrangements and teaching methods should be formulated and adjusted according to students' English understanding. In the teaching plan, bilingual teaching courses should be arranged among senior students to ensure that students have certain professional knowledge and English foundation, so that students can make up for the deficiencies and defects in their language understanding through the professional knowledge learned in the early stage (Wang, 2019a).

Teaching Plan
At the beginning of the course and the teaching stage of complex content, the same teaching content in two languages, there must be a certain degree of repeated use of the same teaching content in two languages to explain the process.
Teachers should also consider the differences of students' knowledge level and language ability, and ensure that most students can understand and master the teaching content, which to a certain extent affects the planned curriculum progress.
Therefore, the teaching plan needs to consider the adjustment of flexibility and flexibility in the process of implementation. In the whole teaching plan, the content taught in the early stage should be less and precise, and this stage is the adjustment period of students' language application; the content taught in the middle stage of the teaching plan should be controlled at the general difficulty level. In this stage, teachers should not only teach specific knowledge content, but also make a guided summary of the application methods and skills of foreign language in the course, such as foreign language teaching materials.

Reform of Teaching Methods
This course attempts to use a variety of teaching methods and methods to realize In the process of understanding the principle of the algorithm, visual media, such as picture animation, which is not closely related to the language, are fully Open Journal of Modern Linguistics used for auxiliary explanation and demonstration. At the same time, the explanation and demonstration of the source program, which emphasizes the cultivation of practical ability, are often used to assist the algorithm understanding. The source code of the program has the same level of understanding for students of different foreign languages, and the source code is only included between the lines. It contains logic and process of algorithm, and its language attribute is neutral and common. The adoption and creation of a suitable language environment will make the teaching process of professional knowledge more smooth and smooth, and also enable students of different levels of professional level and foreign language level to gradually integrate and participate in the process of curriculum teaching and learning. In

Teaching Effect Evaluation
According to the proposed teaching method, the corresponding teaching module is designed for the chapter of "cyclic program structure" in this course, and it is applied to the computer basic course of 2019 undergraduate in our university.
In the process of teaching implementation, most of the students have no obvious obstacle to understand the bilingual content, can grasp most of the English terms and important concept descriptions well, and show a higher degree of participation in the discussion. Table 1 shows the final exam scores of the two groups, and there is no significant difference in the difficulty of the test paper.  It can be seen from Table 1 that the 2019 students who use bilingual teaching mode get higher scores. Wilcoxon's signed rank test showed that the score increased significantly (P < 0.05). On the other hand, the standard deviation of students' performance slightly increased, the potential reason is that the current teaching mode fails to adapt to the listening habits of individual students.
Therefore, the proportion of bilingual teaching content can be slightly reduced in the next academic year, the readability of teaching slides can be improved, the cognitive load of students can be optimized, and the bilingual teaching effect can be further improved.

Conclusion
The successful implementation of bilingual teaching of this course depends on the reasonable deployment of teaching content, and always puts the teaching of knowledge points in the teaching content in the first place. It has been proved that through the active participation of students, the mastery of professional courses and the level of foreign language have been improved at the same time.
In the future teaching, if we want to better implement bilingual teaching in higher education, we must do the following two things: first, strengthen bilingual teacher training, curriculum development, teaching material construction, theoretical research and practical exploration, seek policy and system support, and adhere to the scientific outlook on development. Second, straighten out the relationship and pay attention to actual results. We should deal with the relationship between bilingual teaching, mother tongue teaching and subject teaching so as to promote each other.