董粉英A Preliminary Study of Rural.docx

董粉英A Preliminary Study of Rural.docx

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董粉英APreliminaryStudyofRural

曲靖师范学院2007届

毕

业

论

文

专业：

英语教育

学号：

20056031206

姓名：

董粉英

指导教师：

戴尚斌

日期：

2007年5月11日

APreliminaryStudyofRural

PrimaryEnglishTeaching

ThesisStatement:

Thestudyofforeignlanguagecanimprovestudent'sthinking,moral,culturalandpsychologicalqualities.

Outline:

Ⅰ.ThebackgroundofbeginningEnglishcoursesinprimaryschool

A.BeginningEnglishcoursesforthenecessityofsocialdevelopment

B.BeginningEnglishcoursestoimprovethenationalquality

Ⅱ.Thefeaturesofruralprimaryschool

A.Theruralchildren,fearfulandashamedofspeakingEnglish

B.Ruralprimaryteachingmethods,meansbeingfarbehindcities'school

C.LackofEnglish-learningenvironment

D.Thenegativeinfluenceoffamilyeducationandenvironment

Ⅲ．TheFeaturesofruralEnglishteaching

A.Teachingcontentclosetolife,arousingstudents'interestoflearning

1.Reflectingstudents'dailylife

2.Livelyandinterestingcontent,meetingstudents'demands

3.Teachingcontentreal,practical

B.Payingattentiontolanguagesense,pronunciation,intonation,interpersonalskills.

1.Givingstudentsmoreopportunitytopractise

2.EncouragingthemtospeakEnglishasmuchaspossible

3.Creatingofexchangcesscene,developmentofexchangcesability

C.Avarietyofteachingmethods,creatingalivelyteachingenvironmentandagoodlanguageenvironment.

1.Mobilizingstudents'initiativeandenthusiasm

2.Usageofcomprehensivediversifyteachingmethods

3.Curriculumarrangementtobeshort,high-frequency

4.CreatinganatmosphereofEnglishacquisition

D.Usageofincentivemechanismtoencouragestudentstoapositivestate

Ⅳ.TheprimaryEnglishcurriculumshouldbefollowedbyitsprinciples

A.Englishteacherhaveaclearpurposeandbasicrequirementsforteaching

B.Inteaching,fosteringstudents'achievement,self-confidence

C.Establishingacorrectteachingthought,implementingstudentparticipation

Ⅴ.Teachershavetheirownteachingspecialityandteachingnotion

Ⅵ.Conclusion

Ⅶ.Bibliography

Abstract:

Englishistheprimarycreationofthenewcentury,withthedevelopmentofsociety.Itisthenecessitytobetter linkageoftheknowledgeeconomyandthedevelopmentoftheinevitabledemandofthe internationaldevelopmenttrend.PrimaryEnglishteachingisunique,anditisaprerequisitetostimulatetheirinterestinEnglishthroughlistening,reading,singing,playing,andfocusingonthedevelopmentoflearninginitiative,enthusiasmforlearningandintellectual,andthusobtainlanguageskills,theinitialformationofasenseofthephrase,voice,tone,languageandtheabilitytodeveloptheirsimpleEnglish.English-mediaprimaryschooltoachievesuccess,itshouldbeagoodgrasperoftheirowncharacteristics,accordingtoitsprinciple,creatingtheconditionforstudent’lifelongeducation.

Keywords:

openingbackground,featuresofruralelementaryschool,featuresofEnglishteaching,educationprinciples,teaching specialtyand notion

Body:

Ⅰ.ThebackgroundofopeningEnglishcoursesinprimaryschool

OpeningEnglishcoursesisthenecessityofsocialdevelopment

     Primaryschool,Englishcoursesforsocialdevelopmentneedsofthe21stcentury,thedevelopmentofaknowledge-basedeconomy,sothathumanbeinghasenterintoalearningsociety.Therapiddevelopmentofscienceandtechnology,andinternationalcompetitionhasbecomeincreasinglyfierce,thecompetitionofcomprehensivenationalstrengthintheworld.Scienceandtechnologyisthemaincompetition,themainsymbolofmodernscienceandtechnologyandinformationtechnology.Asweallknow,intoday'sworld,Englishhasbecomethecommonlanguageoftheworld,wehavetolearnmorescientificknowledgebecauseitisanimportanttool.Andourcountrytooutsideworldinordertokeeppacewiththeinternationaltrendofthetimesbetter.Atfirst,makingsurethatourcitizenshavethebasicforeignlanguageskills.

     However,duetoaweakfoundation,unevenqualityofteachers,limitedteachingfacilitiesandlackofabetterEnglish-learningenvironment,especiallyinoutdatedconceptsandmethodsofteachingandsingleevaluationtools,thepaceofimprovingthequalityofEnglishteachingisfarfromadequatetomeettheneedsofsocialdevelopment.Forexample:

Moststudents,afterlearningEnglishforaboutsixyears,theirlearningEnglishisstilla“deaf-dumb”Englishandvocabularyisonly2000.Howcanweimprovethequalityofteachingforeignlanguagemoreeffectively?

Tomeetthisneed,theBureauofEducation,whichhassetupEnglishcoursesinprimaryschoolatthebeginningofthe21stcenturyasanimportantpartofthebasiceducationcurriculumreformation,formulatedthe“PrimaryEnglishCurriculumTeachingBasicRequirement（fortrialimplementation）”.

Englishcoursesarefavourableforimprovementofnationalquality

    InGradeoneortwo,studentsareattheperiodofearlyyouthwithsevenandeightyears.Attheageofthechildisfullofcuriosity,active,lovingperformance,imitationandsoon.Theylikenewthings,thecuriositytounknownlanguagecanarousetheirforeignlanguageinterest,andexpectotherpeopletopaymoreattentiontothemselves,hopingtoobtainrecognitionoftheteacher.Atthisperiod,childrenhavemoreadvantagestolearnEnglishthanadultorseniorstudents,suchasinitiative,moldable.Therefore,Englishcoursesinprimaryschoolcanalsoexploitthestudents'potentialityofstudyinglanguage.Throughthestudyofforeignlanguagetoimprovetheirthinking,moral,culturalandpsychologicalqualitiessothatstudentscanunderstandtheculturaltraditionsofthenationandothercountries;tobeinabetterpositiontodeveloptheirthinking,broadentheirfieldofvision,enrichtheirknowledgeandexperience.Englishcourseshelpstudentsimprovetheirmastery,fosteringconsciousnessofcompetition,whichmakesthemadapttothedemandsofsociety,economy,culture,developmentoftechnologyandinternationalassociationinthefuture.

Ⅱ.Thefeaturesofruralprimaryschool

Thestudentsaremainlyfromnearbycountryside,distinctfromthechildrenwhocomefromthecities.ThereforepupilshavelessdifficultyinlearningEnglishinruralprimaryschool.Byinvestigation,themainreasonsareasfollow:

 1.TheruralchildrenwerefearfulandashamedofspeakingEnglish,theywereborninruralareas,influencedbyspecialenvironmentandfamilyeducationaroundthem.Comparedwiththechildrenwhocomefromthecities,theyareovercautious,non-talktive,shortofself-confidence,afraidtobecriticizedbyateacheraftermakingmistakes,timidofspeakingEnglishordarenottospeak.

 2.RuralprimaryEnglishmethodsandmeanshavefallenbehindthoseofcityschool.Inruralarea,thereisstillaprimaryuseoftraditionalmethodsofteachingEnglishandthis“CrammingTeaching” causeddepressingclassroomatmosphere,studentsinapassivestateofacceptance.Moreover,itdidnotmeetthestudents'physiologicalcharacteristicsandagecharacteristics,butalsounabletomeettheirinterestinlearning.Thus,thestudentsaretiredofandunwillingtolearnEnglishagain.

 3.LackofEnglish-learningenvironment.Inclassroom,EnglishteachersshouldgiveclassinfluentspokenEnglish,thestudentsgetintouchwithEnglishaboutthreeorfourtimeseveryweek,onlytwentyminuteseachtime.ButotherteachershaveclassesinChineseandsomeofstudentscreatedisturbanceorkickuparowwhentheEnglishteacherspeaksEnglish.Above-mentionedreasonswillinfluenceotherstudents'Englishacquisition.Moreover,intoday’ssociety,especiallyinruralareas,English-learningenvironmentisveryfew,evennone;thestudentsareshortofopportunityoflistening,speaking,drillingandEnglish-learningenvironment.

  4.Thenegativeinfluenceoffamilyoeducationandenvironmentwasserious.ManyparentsmighthavebeenawareoftheimportanceofEnglishlearning,buttheconsideredthatitwassufficientenoughtolearnthebasicsubjects,suchaslanguageandliterature,mathematics,scienceetc.ThestudentsneednotstudyEnglishinprimaryschool,especiallyforsixorseven'schildren,theycannotdistinguishthelettersbetweenChineseandEnglish.TheirparentshaveasuspicionthatthechildrenweretooyoungtolearnEnglishwell,whenchildrenareimbuedwithhappinesstotellabouttheircuriosityofEnglishlearning,theydidnotcarryonthepositiveguidededucation.ThoughsomeparentsmaybeawareoftheimportanceofEnglishlearninginprimaryschool,didnotcreateagoodstudyconditionduetowithoutsufficientknowledgeofliteratureandknownothingaboutEnglish.

Ⅲ.ThefeaturesofEnglishteachinginprimaryschool

Englishteacher,inordertomaketheirusualteachingmoreeffectively,theyshouldunderstandandgraspthefeaturesofEnglishteachinginprimaryschool,butatfirsttheyshouldknowwhatthepurposeofEnglishteachingis.Thepurposeistoarousestudents’stronginterestoflearningEnglishbyvividandvigorousclassroomteaching,fostertheirenthusiasmoflearningEnglish,forminitiallanguagesense,makestudentshaveagoodvoice,tonefoundation,atthesametimecommunicatebyusingdailyEnglish,andtoformagoodhabitoflearningEnglish,andmakethefoundationforfurtherstudy.

Teachingcontentclosetodailylife,stimulatingstudents’learninginterest

Teachingmaterialsandactivitiesshouldbeclosetoandadequatelyreflectthestudents’dailylife,thecontentshouldbepracticedinlife.Forexample:

Languagesuppliesarethemostcommonlyusedinstudy,“suchasbook,pencil,rubberetc.”Andas“apple,pear,