最新农村小学英语教学中存在的问题及对策The Problems in English Teach.docx

最新农村小学英语教学中存在的问题及对策The Problems in English Teach.docx

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最新农村小学英语教学中存在的问题及对策TheProblemsinEnglishTeach

农村小学英语教学中存在的问题及对策

摘要：

由于各种原因，小学英语教学存在许多问题，师资严重短缺，教学设备不齐全，教学环境差，教学效果不理想等。

农村小学英语教学成为制约农村整体教学水平的瓶颈。

为解决该问题，本文通过做调查访问等一系列手段，从外部的客观因素和学生自身的主观因素两个方面对该问题进行分析研究，并结合该领域先驱的意见和建议，提出合理的解决方案，旨在提高农村小学英语教学水平，并唤起社会各界对农村英语教育的关注和重视！

关键词：

英语教育；问题；解决方案；教学水平

TheProblemsinEnglishTeachinginRuralPrimarySchoolsandStrategies

Abstract:

Forkindsofreasons,therearemanyproblemsinEnglishteachinginruralprimaryschools，suchas,theproblemsofteachers,theproblemsofteachingequipments,theproblemsofenvironmentandtheproblemsofteachingeffectsandsoon.ThelevelofEnglishteachingbecomesthebottleneckoftheruralprimaryschools’educationquality.Forsolvingtheproblem,thisthesisdidaseriesresearchesthroughvisitingandcheckingdata,itanalyzestheproblemfromtwoaspects:

theobjectivefactorsinexternalandsubjectivefactorsinstudentsthemselves,anditcombinestheobservationsandrecommendationsofthepioneerinthisfieldtoraisessuggestionsanddevotesreasonablesolutions.FromwhichtheruralEnglishlevelcanbeimprovedandtheattentionfromallwalksoflifecanbearousedtoruralEnglisheducation.

KeyWords:

Englisheducation;problems;solutions;teachinglevel

1.Introduction3

2Theproblems4

2.1Theshortageofteachingresources4

2.1.1Theproblemsofteachers4

2.1.2Theproblemsofteachingequipments5

2.1.3Theproblemsofenvironment6

2.2Psychologicalfactorsofthestudentincountryschool7

2.2.1Timid7

2.2.2Lackingofattention7

2.3Theproblemsofeffects7

3Strategies8

3.1Strengtheningteachertraining8

3.2Creatingconducivestudyenvironment10

3.2.1Increasinginvestment10

3.2.2Changingtheteachingmodeandpromotingtheadvancedmethodofteaching10

3.2.3Makinguseofallkindsofteachingequipmentstoinspirestudentstolearn10

3.3Strengtheningthechildren'sconsciousness.12

3.4Cultivatingahealthylearningattitude13

4Conclusion14

1.Introduction

Followingtheinformationofsocietylifeandtheglobalizationofeconomyactivity,EnglishbecomesanimportanttoolofthepolicythatopentotheoutsidewordandlearningEnglishisthebasicrequirementsofthetwenty-firstcitizen.Tomeettheneedsoftheformofdevelopment,theministryofeducationhasdecidedthatsetupEnglishcourseinelementaryschool.

TheEnglisheducationingradeschoolismoreandmoreimportantandtheeducationscopeiswiderandwider.However,therearealsomanyproblemsexistinsettingupcourseinruralelementaryschool;wearefacingmanydifficultiesandchallenges.SuchaswithoutgoodEnglishlearningenvironmentandtherearenotenoughregardbearousedinEnglisheducationinruralelementaryschool,whichleadtothestudentscan’tcultivatethegoodEnglishlearninghabitsandmakethemhavealowjumping-offpoint.Asaresult,thecountry’sEnglishlevelcommonlowerthancity’s.Thispaperanalysestheproblemsandstrategieswhichexistedinthecountrysideschool,givessomesuggestionsandexploresthesuitableteachingmethodsandteachingmodes,sothatincreasethewholecountrysideEnglishlevel.

2Theproblems

Asweallknowthatthequalityofruralareaeducationisanimportantproblemwhichassociateswiththefutureofthemostlypartoffarmer’soffspring.However，therearelackingofexcellentteachers,goodequipmentsandgoodstudyenvironment,theruralEnglishleveliscommonlowerthanthecities’.Especially,intheruralschool,Englishasanewsubjectingradeschool,itisstrangewiththestudentsandthechildrenattachnoimportancetoit.Evenmoresometeachershavenosenseofregarditasamainsubject.Somestudentscan’tidentifythetwentysixlettersintegratedaftergraduationfromgrade.Furthermore,theeligiblegradeEnglishteacherisseriouslacking.MostofthemarejobtransferormovefromhighgradeEnglishteaching,sotheycan’tgiveasuitablecoursetothechildren.Therefore,thequalityofelementaryschoolinruralareaisnotsatisfiedanditbecomesthebottleneckofcountrysideeducation.

2.1Theshortageofteachingresources

Forthereasonofgeographyandeconomy,manyteachersdon’twanttogotoworkinruralarea.What’smore,theteachingequipmentsarealsopoor.Theteachingresourceisseriouswanted.

2.1.1Theproblemsofteachers

Languageteachingisthecommunicationbetweentheteacherandthestudent,teacherisinadominantposition,sotheteacher'squalityinfluenceonthequalityofteaching.

Atpresent,mostoftheruralprimaryschoolislackingofEnglishteacher.MostofEnglishteacherareunprofessionalorpart-timeteacher,theydidn’taccepttheprofessionalEnglishlanguagetraining,andevenmoresomeofthemlearnedEnglishbythemselves.TheauthordoaresearchintheLizielementaryschoolinZigongSichuanprovince,whichshowsthatamong12classestherearesixEnglishteachersintheelementaryschool,allofthemarejob-transferteachers.TheyareteachingChinese,mathandhighgradeEnglish.Andanotherstudyshows“insixcounty382primaryschools,only1.52Englishteacherseveryschoolaverage.Among498Englishteachers,151ofthemareunprofessional,347arejob-transferteachers"ZhangXiaoqing,2008:

05

Fromthetwocaseswecanfindthattheruralprimaryschoolisalwaysshortageofqualityteachers,mostprimaryEnglishteachersarejob-transferteacherswhocomefromthestationofpoliticalteaching,artteaching,etc."Largeclassteaching""manyclassteaching""Thecrossgradeteaching"iswidespread,theEnglishteacherhasbeenbusywithcorrectingtheexercises,processingtheaccident,havenosufficienttimeandenergyontextbook,whichdirectbearingonteachingresults.Ononeside,theteachershavemanysubjectsorgradestoteach,theyhavenoenoughenergytodosomeworkontheEnglishteaching,whichleadtotheteacher'steachingandteachingmethodsareantiquated,themethodofteachingEnglishstilltraditional.Evenmoresomeofthemoftenoccurinapparenterrorsintheclass.Ontheotherside,theteachers,whotransferfromothersubjectsteaching,theycan’tunderstandtheEnglishtotally,nottomentionmakethestudentsunderstandthemclearly.Andtheteachers,whocomefromthehighgrade,theycommandtheEnglishmore,buttheycan’tacquaintthemselveswiththechildren’sPsychologicalcharacterandcan’tcommandtheirinterests.Theyusethewaysthatusedinhighgradetoteachthechildrenwhichmakethechildrenunderstandthemdifficultlyandlearninghard,what’smore,makethechildrenlosinginterestsinEnglishlearningorevenboringthesubject.

Alsotherearesomeotherproblems:

thetransferteacherscan'tunderstandEnglishverywell,andtheirpronunciationsarelackingofstandardization.Suchacorpsofteacherscouldnotbuildupacontingentofhigh-caliberEnglishtalent.Besides,someteachers’qualityisalsonothighwhotreatthestudentbadorgivethestudentcorporalpunishment,theseinterimmeasuresagainstthestudentstograspofEnglishknowledgeandimprovethecomprehensivestandard.

2.1.2Theproblemsofteachingequipments

Atpresent,manyschoolsinruralareasasfinancialdifficultiesforreasonssuchasEnglishteachingequipmentandconstructionisstillunabletosatisfytheactualneeds.Demonstrateinthefollowingaspects,themultimedialab,languagelab,recorders,teachinginVCDandteachingEnglishteachingequipmentandsoftwareresourcesareurgentneeded,particularlyinremoteschool,fortheeconomicreasons,theteachingequipmentsandfacilitieswillbeless,andevenmoreastandardlanguagelabarenot.

Inaddition,eveniftherearemanyschoolstoconfigurethenumberofEnglishteachingequipmentsandfacilities,butsometeachersworryaboutthewasteoftime,orteachingmethodisnotflexible,ortheycan’toperatemulti-mediadevice,andforeconomicreasons,inmanyschool,Englishteachingequipmentsforalongtimeidle,theequipmentsutilizationisverylow,andcausedalotofresourceswasted.

Theteachingaidsandquantitycan'tmeettheneedsofstudents’study.Fundamentally,teachingEnglishisapracticallessonandwithoutteachingaidstoimplement,comprehensiveandimprovethequalityofinstructionisaverydifficult.Atpresent,manyschoolslackofmoney,teachingaidsandquantity.Therearefewschoolshadalabandaudio-visualequipment.Thissituationledtothestudentswhowantall-roundinEnglishcouldn'tgratify．AlsorestrictstheuseofEnglishteachingresources.

2.1.3Theproblemsofenvironment

Asforlanguagelearning,languageenvironmentisaveryimportantfactorforourstudents."Fromtheperspectiveofeducationecology,educationenvironmentisthecenterofeducationandconstrainstheregulationtheoccurrence,existenceandthedevelopmentofeducation."（FuDaochun，1999:

6）However,therearelittlechanceforthestudentscommunicateinEnglish,especiallyinruralareas,evenbeno.TheclassroomistheonlychanceforthemtocommunicatewithEnglish,butbecauseoftheirprofessors,inmanyruralprimaryschools,theEnglishteachersuseChineseinclass.TheruralprimaryschoolcurriculumisnotveryreasonableandinalargepartoftheschoolthereareonlytwoEnglishclassesforaweek,onlyforty-fiveminuteseveryclass.AndmanyschoolstreattheelementaryEnglishasaminor,andtheEnglishlessonsareoftenoccupiedbyothersinthecountryside.Inaddition,manyparentsdonotknowEnglish,notunderstandtheimportanceofEnglish,ThereishardlypressurefromparentsandsocialandleadthelearninggoalisvagueandtheEnglishlearningispassive.

Also,thepeasantsfewuseEnglishtocommunicate,almostnothing.Therefore,theopportunitie