中国城乡英语教育的差异外语系本科毕业论文.docx

中国城乡英语教育的差异外语系本科毕业论文.docx

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中国城乡英语教育的差异外语系本科毕业论文

内蒙古师范大学鸿德学院

HONDERCOLLEGEOFINNERMONGOLIANORMALUNIVERSITY

外语系本科毕业论文

论文英文题目:

TheDifferencesbetweenUrbanandRuralEnglish

EducationinPrimarySchools

论文中文题目:

中国城乡英语教育的差异

专业:

英语翻译

班级:

翻译一班

本科毕业论文（设计）目录

Abstract-------------------------------------------------------------------------------------------3

摘要------------------------------------------------------------------------------------------------3

.Introduction--------------------------------------------------------------------------------4

.ThePresentSituationofUrbanandRuralEnglishEducationinPrimarySchools--------------------------------------------------------------------------------5

.ACauseAnalysisoftheDifferences-------------------------------------------------5

1.EnvironmentalandTeachers’Factor

1.1Englishteachingfacilitiesinurbanschools

1.2Englishteachingfacilitiesinruralschool

1.3Theeducationalinvestment

1.4Theeffectsfromthefamily

1.5Teacher'sprofessionalability

1.6Teachers'lackofmotivation

2.Students’Factors

IV.SomeStrategiesforBalancingtheUrbanandRuralEnglishEducation--12

.Conclusion-------------------------------------------------------------------------------13

Bibliography------------------------------------------------------------------------------------14

TheDifferencesbetweenUrbanandRuralEnglishEducationinPrimarySchools

Abstract

Intheautumnof2002,ChineseprimaryschoolintownshipstartedtheEnglishcourse.PrimaryschoolEnglishcurriculumstartsformthethirdgrade.Eachprovince’seducationadministrationcancombinedwiththeactualtodeterminetheworkingtargetofEnglishclasses.TheEnglisheducationinurbanschoolshasincludedintheemphasisteachingobjectafterthecollegeentranceexamination,sotheurbanschoolsEnglisheducationhascomprehensivedevelopmentinteachersteachingprogramandclassesdesign.Becauseofthelaterstarts,theruralstudentswereweakerthanurbanstudentsinEnglishstudy.Althoughtheyhavehardworkingbutstillrestrictedwiththeimperfectteachingconditions,especiallyinspeakinglisteningandunderstandingtheystillneedsimproved.Whentheruralstudentsenteredthecollegeandcompetitionwithurbanstudents,theinferiorwascameoutclearly.ThedifferstartshasresultthedumbEnglishinruralstudents.

摘要

2002年秋季，乡镇所在地小学逐步开设英语课程。

小学开设英语课程的起始年级一般为三年级。

各省、自治区、直辖市教育行政部门可结合实际,确定本地区小学开设英语课程的工作目标和步骤。

城市英语教学教育活动早在恢复高考后就被列入了重点教学范围，因而它在师资，教学计划，课程设计等方面都得到了全面的，系统化的发展与提升。

由于起步晚,农村孩子在英语学习上弱于城市的孩子，虽然他们努力学习但由于教学条件不成熟，尤其在英语口语，听力及理解方面都有待得到进一步的提高。

当农村的孩子进入大学后，和城市的孩子相竞争时，这种劣势就会更加地明显地显现出来，就造成了所谓的“哑巴英语”。

Keyword：

EnglisheducationareadifferencedumbEnglish

【关键词】英语教学地区差异哑巴英语

Ⅰ.Introduction

Astheworld'sthirdlargestlanguage，Englishisthemostwidelyusedlanguageintheworld.AtthesametimeEnglishalsousedasaformalinternationallanguage.Withthedevelopmentofeconomyinourcountry,thegovernmentinvestmentoftheeducationinruralandurbanareaswasalsoincreased,andthequalityoftheEnglishteachinghasalsoimproved.Buttheproblemwaswhentheruralstudentsenterthecolleges,theyfoundthattheEnglishhasbecomeakindoflanguagewhichcanonlyseeingwithoutsaying.ThecauseofthisreasonisthatthedevelopmentbetweenruralschoolsEnglishteachingandtheruralschoolsEnglishteachingwasnotcoordination,whichisembodiedintheconfigurationtheteachersandsoon.Fromthebroadsense,althoughtheeducationcareerinourcountryhavedevelopedrapidly,andalsohasmadesomebrilliantachievements,buttherearestillhavemanyunsatisfactoryaspects,theperformanceistherestillhaveabigdifferenceintheeducationbetweencitiesandcountries.Someonesaysthat,theeducationinurbanwaslikethelifeinEurope,andtheeducationinruralwaslikethelifeinAfrica.Ifthegovernmentwanttochangethissituationassoonaspossible.Firstistoshortenthegaptheeducationbetweenurbanandruralschools,andimprovingthelowstatuseducationinruralprimaryschools,thisisalsotheinevitablerequirementofsocietyfairandsocietyjudgment.

Thepurposeandsignificanceofstudy.FirstSituationofstudy:

Thekeytothistopicisthroughthequestionnaireand visitschoolstogettheinformationdata.HighlighttheregiononthepresentEnglishteachingandhasthepotentialtocausedumbEnglishfactors.SecondDifficultofstudy:

Anddifficultpointisthequestionnaireissuedmusthavepertinenceanduniversalityschoolisnumerous,materialrelativemore,processingupmoretroublesome.Soinactualoperationdifficultywillincreaseaccordingly.Schoolsvisitalsohaverelativedifficulty,manysubjectsandisnotverypositivefitinvestigation,therefore,andwillgivethepaperincreasedthedifficulty.

Ⅱ.ThePresentSituationofUrbanandRuralEnglishEducationinPrimarySchools

Englisheducationincitiesisstartedearlierattheendof90s,andfortheteachingmethodshavemanynewways.Firstofall,themodelofsmallclassteachingexpandsthestudentsintotheactivitiesofspaceandimprovesthestudents'self-studyability.Andmostofthechildrenparentsbothhavehighereducation.SotheywanttheirchildrenWinonthestartingline.Andalsomanyparentsincitiesisparticularlyconcernedoftheirchildren’sEnglishlearning,fromthebeginningofthelearningEnglishtheparentsincitieskeeptrainingtocultivationtheirchildrentohaveself-studyability,fortheirchildrentostudyEnglishwelltheparentscreateagoodatmosphereforlearningEnglish,sothecitiesparentwaswellpreparedfortheirchildrenfutureoflearningEnglish.Finally,citiesprimarystudentscangetmorepowerfromtheenvironment.Sothedispositionofthecitiesstudentislively,theyaregoodatcommunicatingwithothersandexchange,theinterestinlearningEnglishisratherstrongthanthecountriesprimarystudents.

Butforthetheywasnotluckylikethecitiesstudents,BecauseoftheEnglishlessonsincountriesprimaryschoolswasstartedmuchmoretenyearslater,andhavemanydisadvantagesfromcityregion,suchasaprimaryschoolEnglishteachers,andhardwarefortheEnglishstudyandotherprominentproblems,therebyabignegativeaffectedinlearningEnglishofthestudentsenthusiasmforlearningEnglish.Forthefamilies,mostoftheparentdidn’thavemoreeducation,theyevenneverknowpinyinmoreoverinEnglish,andintheparents’subconsciousthemostimportantthingswasnotstudy,itwaslabor,thefamiliesneedsmorelabortoworknotknowledgetostudy.So,thestudentscan’tgetmorehelpfromtheirfamily.Inmyopinionthemostproblemwasnotfromthefamily,istheteacherandschool.Becauseofthepooreconomicofthecountries,theschoolcan’tofferthepriceoftheteachers,andmany,sothemostEnglishteacherwascamefromthelocal.TheEnglishteacherinprimaryschoolsdidn'thavetheexperienceofstudyintheformalforeignlanguageschool,andsomeofthemevencan’tpronouncedtheEnglishintherightway,intheclasstheteacheronlyteachthestudentstoreadingthesentenceinthebooks,didteachstudentsgrammar.Mainlytheproblemofcountriesstudents’Englishlearningisaspectsfactorsinfluencingfromtheschool,thefamily,theteacherandthestudentfourparts.

Ⅲ.ACauseAnalysisoftheDifferences

1.EnvironmentalandTeachers’Factor

1.1Englishteachingfacilitiesinurbanschools

FortheEnglisheducation,teachingfacilitiesmakesacertainextentgreatlyaidedrole;theteachingfacilitiescanbetterhelpstudentstounderstandandvividimageofthecognitiveknowledge.Inurbanmiddleandprimaryschoolclassroomtheteachingfacilities,therehaveallthekindsofgoodfacilities.Forthebeggingofprimaryschool,studentscanenjoyalltheteachinghardwarefacilitiessuchasthespeechroom,computerroom,TVandCDplayers,andcassetterecorderforwhattheyneedsforEnglishlearning.

1.2Englishteachingfacilitiesinruralschool

Butfortheruralstudents,theywerenotasluckyasurbanstudents.Whileintheruralprimaryschool,becauseofthefundswasseriousshortageespeciallyintheTownshipPrimarySchool,theyonlyhavepoorteachingfacilities,intheclassroomthereonlyhavetheolddeskschairsandablackboard,somecorrespondinginfrastructureresourcesarefew,eventheydon’thavetheschoollibrary,someofthestudentsevennothavethematerialsandthelaboratorieslackingequipment,novoicespeechclassrooms,multimedia,thismakestheruralprimaryschoolstudentsstayfarbehindinthestartingline.

1.3Theeducationalinvestment

Thestrengthofeducationalinvestmentisdirectlyrelatedtothedevelopmentofeducation.Thecityhasastrongeconomicstrengthasbacking,sotheinvestmentineducationwassignificantlyhigherthaninruralareas.Nomattertheteachers,ortheeducationfacilities,urbanschoolwassignificantlybetterthanthatofruralschools.Sothestudentsbetweentheurbanandruraloftheabilityofacceptthenewthingsandabilityobviouswasdifferences.Urbanfamilyeducationinvestmentwassignificantlyhigherthaninruralareas,suchasurbanstudentsuseholidaysindifferentclassesorspecialtytraining,after-schoollearningopportunitiesthanruralstudents.Fromthepointofviewofhumanresources,theimbalanceofhumanteachingresourcesbetweenurbanandcounterstrikeareasisalsotheanswerofproblemabouttheincreasedteachingqualitygap.Fromthepointofviewofteachersinvestment,therewasabigproblem,becausetheruralschoolswaslackofspecialfunds,theeducationtrainingofteacherisinsufficient,manyteacherseducationteachingconceptsbackward,anewroundofcur