英语学术论文写作

课程论文
题目Analysis of rural primary school English teaching present
situation and countermeasure
学生姓名顾秀丽
院系语言文化学院
专业英语
课程名称英语学术论文写作
任课教师汪徽
二Ｏ一二年五月十五日
Analysis of rural primary school English teaching present situation and countermeasure
By Gu Xiuli
Department of English
School of Language and Culture
Nanjing University of Information Science and Technology
May, 2012
Analysis of rural primary school English teaching present situation and countermeasure
By Gu Xiuli
Department of English
School of Language and Culture
Nanjing University of Information Science and Technology
May, 2012
Abstract：Primary school English teaching is the start of students’ English learning. Although primary school English has been established for over ten years, there are a lot of problems in primary school English teaching all the same, especially in rural primary school English teaching. Under the premise of an anaiysis of the present situation of primary school English teaching, this article will put forward several related improvement measures and suggestions in order to perect China’s rural primary school English teaching.
Key words: rural primary school English; teaching present situation; countermeasure; suggestion
摘要：小学英语教学是一个人英语生涯的开端，虽然我国小学英语全面开设至今已有十余年的时间，但是小学英语教学依然存在很多问题，尤其是农村小学英语教学的现状令人堪忧。

本文在分析了当前农村小学英语教学现状的前提下，提出了相关的改进措施，从而进一步完善我国的农村小学英语教学。

关键词: 农村小学英语；教学现状；对策；建议
We can not deny that the primary school English in China has made tremendous achievements since it was fully opened in 1999 and can not ignore the problems. The society in moving on in the process of discovering and solving problems, English teaching is no different. Through my own experience and realization, in general, the present situation of rural primary school English teaching is not promising. So in the following content I will analyze the strength of teachers, the teaching methods in the class and the curriculum arrangements，meanwhile related countermeasures and suggestions will be put forward.
1. the situation of rural primary school English teaching
1．1 teachers are in short supply and the comprehensive quality of teachers is low
As we all know, the teachers of primary school English teaching is still a big problem of primary school English teaching. The shortage of rural primary school English teachers is mainly embodied in the following three aspects:
(1) the heavy task of primary school English teachers. Due to the shortage of rural primary school English teachers, the teachers usually do much more work. It is a universal phenomenon that the teachers teach the students in different grades and different classes in one grade. A great deal of preparation and homework correcting make the teachers tired, so they have no more enery to design the teaching and censor the teaching task as well as make it workable. It also reflects the problem of inadequate rural primary school education funds. Although increasing the amount of work can cut down the expenditure and save some money for school, it is obviously unfavorable for the improvement of teaching quality and the progress of the teachers themselves.
(2) the lack of professional elementary school English teachers. Rural primary school English teachers are in short supply relatively, however, some of the teachers are not professional English teachers and some switch into the vocation of English teachers. (3) the imbalance of teachers distribution and the lack of experienced and qualified teachers. English teachers in rural areas are almost non-English majors and the university graduates with a series of theory. The professional do not mean those of the standard as
well as experience do not stand for sscience. Even though, we can not deny the professional strength and the important role of experience. If we can combine professional with experience validly, the rural primary school English teaching will progerss faster.
1.2 the unapt methods of English teaching
At present, the result of English classroom teaching in China’s rural is unpromising. Generally, there are mainly two reasons:
(1) lack of effective teaching methods and the English teaching in this period lack characteristic that it should have. To start with the first reason. Owning to a sreies of grounds which include the limited number of teachers, the relatively low level of the teachers, lack of language environment as well as the large-scaled classes teaching, the direct teaching method have not implemented effectively in primary school English teaching. The students can not take the good result of memory through the true communications and the accurate imitation. Therefore, in most situations, the pupils in China’s rural acquire language mainly through the traditional mode. Obviously, it is very boring in the clsaaroom teaching. In more cases, both the teachers and the pupils do it just for completing the task mechanically.
(2) the backward teaching equipments can not catch up with the language classroom teaching. Then, take the poor teaching equipment and facilities for consideration. The resource of primary school English teaching is very poor. It lacks the necessary teaching equipment and facilities. Due to the shortage of money in most of the rural primary schools, expecially those township primary schools. There are not language lab in their schools. Some of them even have no basic teaching appliance and equipment. To a large extend, it restricts the improment of teaching quality seriosly. Many teachers complete their teaching process by a mouth, a piece of chalk and a blackboard. The single teaching methods as well as the tedious teaching atmosphere make it difficult to improve the teaching quality.
1.2the unreasonable curriculum arrangement
The arrangemenr of curricula extent is unreasonable and the grades that start the course is not uniform. Some schools commence English studying in the third grade, some start in the fourth and fifith grade and some only set English classes in the sxith grade. There are some schools which set up English classes, but they don not implement the courses fully as the scheduled arranged. The English classes are always occupied by some other courses such as Chinese and Maths. And some schools have English classes at the beginning of the term,and then stop again. Most of them are doing it superficially with the strong randomness. So the quality of teaching is not too hign all the time.
2. the countermeasures and suggestions to improve rural primary school teaching situation
2.1 to strengthen the faculty
It can not be accomplished overnight to improve the English teaching situation in primary schools. Many factors can affect the process and the factor of teacher is the key. The teachers’ language, attitudes and educational ideas as well as the design of classroom activities and the way of evaluations would make effects on the students interest, motivation and cognitive level directly. Therefore, when choosing a primary school English teacher, we should be more cautious. First of all, the teacher should have a strict examination to check that whether he or she has the qualification of being a primary school English teacher. Then, use the new standard to check and identify the ability of the primary school English teacher. The next step is to provide training opportunities for the teacher who has already taught, and implement plenty of training. The teacher training should include several aspects such as the ability of English language, the idea and methods of primary school education, the skills of primary school English teaching, the evaluation reform of primary school English teaching as well as the development and utilization of curriculum resources. Meanwhile, schools can employ a large number of foreign teachers and some natives who expert in English. Poeple like those can take part in the English teaching to strengthen the faculty. The whole quality of China’s rural primary school English teachers is relatively low, so the teacher training work is a long way to go.
2.2 to improve the classroom teaching methods
When having an English class,the teachers should not only take English as a subject to teach, to requir the students to recite the words, to learn the phonetic and to remember the syntax, but to enable them to gain language information through teaching activities with more listening, more speaking and more playing. Meanwhile, the appeopriate language practical training is an essential process of language learning and it is an effective method to develop listening and speaking skills. The teachers should make the clases
well-designed according to the distinct teaching contents. Each f the classes should be designed in a form that the students are delighted to hear and see. Creating the language situation, enlivening the classroom atmosphere for learning and inspiring the students’good quality of the language can promote their active and creative learning and develop the good quality of language. As a result, the students can achieve the purpose of training naturally in a relatively relaxed environment, thereby improve the effect of primary school classroom teaching.
2.3 to make curriculum arrangement reasonable
In order to guarantee the quality and effectiveness of English teaching, when setting courses, primary schools should obey the principle that classes should be combined with the long and short classes as well as the high-frequency principle. It is indispensable that primary schools should have at least four English teaching activities a week. A survey
says that there are only at most two English teaching activities per week in rural schools. The number of class hours are in serious shortage, so that it is not helpful to the students language learning. In addition, in some rural schools,the scale of some classes are too large to carry out the teaching activities.
In addition to the problems mentioned above，there are some other problems in the primary school English teaching. For instance, primary school English teaching lacks appropriate evaluation system. The new curriculum standards require that we should pay much attention to the specific characteristic of English teaching evaluation in grade three to six. The form of evaluation should possess diversity and selectivity and the evaluation should be based on formative assessment. At present, primary school English teaching lack appropriate evaluation system. They mainly take period and final test as the means of evalution and the students’ performance are based on the scores on their test paper. The main form of examination is the written teast,and the contents of the test are mostly from the teaching materials. This kind of evaluation form is short of the evaluation of students’learning process, so that it is difficult to motivate the students’ enthusiasm and initiative of English learnign, as well as can not check the students’ proficiency of usage of the language knowledge. It does not fit in with the physical and mental development and is not conducive to the students’ comprehensive development and llifelong development.
This artical mainly focus on the analyse on the three problems that survived in rural primary school English teaching. They are the strength of faculty, classroom teaching methods as well as the curriculum arrangement. Besides, the corresonding countermeasures and suggestions are listed. However, the artical is not comprehensive enough obviously. For instance, there are some other problems in rural primary school English teaching, such as the lack of appropriate evaluation system mentioned in the last but one paragraph. If I have some achienements on the research about this problem in the future, I will do a dissertation in particular.
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