中国城乡英语教育的差异外语系本科毕业论文.docx

1、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HONDER COLLEGE OF INNER MONGOLIA NORMAL UNIVERSITY外语系本科毕业论文 论文英文题目: The Differences between Urban and Rural English Education in Primary Schools 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. The Present Situation of Urban and Rural E

2、nglish Education in Primary Schools -5. A Cause Analysis of the Differences-51. Environmental and Teachers Factor 1.1 English teaching facilities in urban schools 1.2 English teaching facilities in rural school 1.3 The educational investment 1.4 The effects from the family 1.5 Teachers professional

3、ability 1.6 Teachers lack of motivation2. Students FactorsIV. Some Strategies for Balancing the Urban and Rural English Education-12 . Conclusion-13Bibliography-14The Differences between Urban and Rural English Education in Primary SchoolsAbstractIn the autumn of 2002, Chinese primary school in town

4、ship started the English course. Primary school English curriculum starts form the third grade. Each provinces education administration can combined with the actual to determine the working target of English classes. The English education in urban schools has included in the emphasis teaching object

5、 after the college entrance examination, so the urban schools English education has comprehensive development in teachers teaching program and classes design. Because of the later starts, the rural students were weaker than urban students in English study. Although they have hard working but still r

6、estricted with the imperfect teaching conditions, especially in speaking listening and understanding they still needs improved. When the rural students entered the college and competition with urban students, the inferior was came out clearly. The differ starts has result the dumb English in rural s

7、tudents.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”。Key word：En

8、glish education area difference dumb English【关键词】 英语教学 地区差异 哑巴英语. IntroductionAs the worlds third largest language，English is the most widely used language in the world. At the same time English also used as a formal international language. With the development of economy in our country, the governm

9、ent investment of the education in rural and urban areas was also increased, and the quality of the English teaching has also improved. But the problem was when the rural students enter the colleges, they found that the English has become a kind of language which can only seeing without saying. The

10、cause of this reason is that the development between rural schools English teaching and the rural schools English teaching was not coordination, which is embodied in the configuration the teachers and so on. From the broad sense, although the education career in our country have developed rapidly, a

11、nd also has made some brilliant achievements, but there are still have many unsatisfactory aspects, the performance is there still have a big difference in the education between cities and countries. Someone says that, the education in urban was like the life in Europe, and the education in rural wa

12、s like the life in Africa. If the government want to change this situation as soon as possible. First is to shorten the gap the education between urban and rural schools, and improving the low status education in rural primary schools, this is also the inevitable requirement of society fair and soci

13、ety judgment. The purpose and significance of study. First Situation of study: The key to this topic is through the questionnaire andvisit schools to get the information data. Highlight the region on the present English teaching and has the potential to cause dumb English factors. Second Difficult o

14、f study: And difficult point is the questionnaire issued must have pertinence and universality school is numerous, material relative more, processing up more troublesome. So in actual operation difficulty will increase accordingly. Schools visit also have relative difficulty, many subjects and is no

15、t very positive fit investigation, therefore, and will give the paper increased the difficulty. . The Present Situation of Urban and Rural English Education in Primary Schools English education in cities is started earlier at the end of 90s, and for the teaching methods have many new ways. First of

16、all, the model of small class teaching expands the students into the activities of space and improves the students self-study ability. And most of the children parents both have higher education. So they want their children Win on the starting line. And also many parents in cities is particularly co

17、ncerned of their childrens English learning, from the beginning of the learning English the parents in cities keep training to cultivation their children to have self-study ability, for their children to study English well the parents create a good atmosphere for learning English, so the cities pare

18、nt was well prepared for their children future of learning English. Finally, cities primary students can get more power from the environment. So the disposition of the cities student is lively, they are good at communicating with others and exchange, the interest in learning English is rather strong

19、 than the countries primary students.But for the they was not lucky like the cities students, Because of the English lessons in countries primary schools was started much more ten years later, and have many disadvantages from city region, such as a primary school English teachers, and hardware for t

20、he English study and other prominent problems, thereby a big negative affected in learning English of the students enthusiasm for learning English. For the families, most of the parent didnt have more education, they even never know pinyin moreover in English, and in the parents subconscious the mos

21、t important things was not study, it was labor, the families needs more labor to work not knowledge to study. So, the students cant get more help from their family. In my opinion the most problem was not from the family, is the teacher and school. Because of the poor economic of the countries, the s

22、chool cant offer the price of the teachers, and many, so the most English teacher was came from the local. The English teacher in primary schools didnt have the experience of study in the formal foreign language school, and some of them even cant pronounced the English in the right way, in the class

23、 the teacher only teach the students to reading the sentence in the books, did teach students grammar. Mainly the problem of countries students English learning is aspects factors influencing from the school, the family, the teacher and the student four parts. A Cause Analysis of the Differences1. E

24、nvironmental and Teachers Factor1. 1 English teaching facilities in urban schoolsFor the English education, teaching facilities makes a certain extent greatly aided role; the teaching facilities can better help students to understand and vivid image of the cognitive knowledge. In urban middle and pr

25、imary school classroom the teaching facilities, there have all the kinds of good facilities. For the begging of primary school, students can enjoy all the teaching hardware facilities such as the speech room, computer room, TV and CD players, and cassette recorder for what they needs for English lea

26、rning.1.2 English teaching facilities in rural school But for the rural students, they were not as lucky as urban students. While in the rural primary school, because of the funds was serious shortage especially in the Township Primary School, they only have poor teaching facilities, in the classroo

27、m there only have the old desks chairs and a blackboard, some corresponding infrastructure resources are few, even they dont have the school library, some of the students even not have the materials and the laboratories lacking equipment, no voice speech classrooms, multimedia, this makes the rural

28、primary school students stay far behind in the starting line.1.3 The educational investmentThe strength of educational investment is directly related to the development of education. The city has a strong economic strength as backing, so the investment in education was significantly higher than in r

29、ural areas. No matter the teachers, or the education facilities, urban school was significantly better than that of rural schools. So the students between the urban and rural of the ability of accept the new things and ability obvious was differences. Urban family education investment was significan

30、tly higher than in rural areas, such as urban students use holidays in different classes or specialty training, after-school learning opportunities than rural students. From the point of view of human resources, the imbalance of human teaching resources between urban and counterstrike areas is also

31、the answer of problem about the increased teaching quality gap. From the point of view of teachers investment, there was a big problem, because the rural schools was lack of special funds, the education training of teacher is insufficient, many teachers education teaching concepts backward, a new round of cur