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The_Problems_in_English_Teaching_in_Rural_Primary_Schools_and_Strategies

By Pamela Russell,2014-08-20 17:01
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The_Problems_in_English_Teaching_in_Rural_Primary_Schools_and_Strategies

    西南科技大学城市学院

    毕业论文

    农村小学英语教学中存在的问题及对策

     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

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    The Problems in English Teaching in Rural Primary

    Schools and Strategies

     Undergraduate: Wang Cuiping

     Supervisor: Gao Jian

    Abstract: For kinds of reasons, there are many problems in English teaching in rural primary schools?such as, the problems of teachers, the problems of teaching equipments, the problems of environment and the problems of teaching effects and so on. The level of English teaching becomes the bottleneck of the rural primary schools’ education quality. For solving the problem, this thesis did a series researches through visiting and checking data, it analyzes the problem from two aspects: the objective factors in external and subjective factors in students themselves, and it combines the observations and recommendations of the pioneer in this field to raises suggestions and devotes reasonable solutions. From which the rural English level can be improved and the attention from all walks of life can be aroused to rural English education.

    Key Words: English education; problems; solutions; teaching level

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    目录

    1.Introduction ................................................................................... 4 2 The problems ............................................................................... 4

    2.1The shortage of teaching resources ................................................................................ 5

    2.1.1 The problems of teachers ................................................................................... 5

    2.1.2 The problems of teaching equipments ................................................................ 6

    2.1.3 The problems of environment ............................................................................ 7

    2.2 Psychological factors of the student in country school ................................................. 8

    2.2.1 Timid .................................................................................................................. 8

    2.2.2 Lacking of attention ........................................................................................... 8

    2.3 The problems of effects ............................................................................................... 9 3 Strategies ..................................................................................... 10

    3.1 Strengthening teacher training..................................................................................... 10

    3.2 Creating conducive study environment ....................................................................... 11

    3.2.1 Increasing investment ..................................................................................... 11

    3.2.2 Changing the teaching mode and promoting the advanced method of teaching

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    ......................................................................................................................................... 12

     3.2.3 Making use of all kinds of teaching equipments to inspire students to learn 12

    3.3 Strengthening the children's consciousness. ................................................................ 15

    3.4 Cultivating a healthy learning attitude ........................................................................ 15

    4 Conclusion ................................................................................... 16

    1. Introduction

     Following the information of society life and the globalization of economy activity, English becomes an important tool of the policy that open to the outside word and learning English is the basic requirements of the twenty-first citizen. To meet the needs of the form of development, the ministry of education has decided that set up English course in elementary school.

    The English education in grade school is more and more important and the education scope is wider and wider. However, there are also many problems exist in setting up course in rural elementary school; we are facing many

    uch as without good English learning difficulties and challenges. S

    environment and there are not enough regard be aroused in English

    education in rural elementary school, which lead to the students can’t

    cultivate the good English learning habits and make them have a low

    jumping-off point. As a result, the countrys English level common lower

    than citys. This paper analyses the problems and strategies which

    existed in the countryside school, gives some suggestions and explores the suitable teaching methods and teaching modes, so that increase the whole countryside English level.

    2 The problems

    As we all know that the quality of rural area education is an important problem

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which associates with the future of the mostly part of farmer’s offspring. However?

    there are lacking of excellent teachers, good equipments and good study environment , the rural English level is common lower than the cities’. Especially, in the rural school,

    English as a new subject in grade school, it is strange with the students and the children attach no importance to it. Even more some teachers have no sense of regard it as a main subject. Some students can’t identify the twenty six letters integrated after graduation from grade. Furthermore, the eligible grade English teacher is serious lacking. Most of them are job transfer or move from high grade English teaching, so they can’t give a suitable course to the children. Therefore, the quality of elementary school in rural area is not satisfied and it becomes the bottleneck of countryside education.

    2.1 The shortage of teaching resources

    For the reason of geography and economy, many teachers don’t want to go to

    work in rural area. What’s more, the teaching equipments are also poor. The teaching resource is serious wanted.

    2.1.1 The problems of teachers

    Language teaching is the communication between the teacher and the student, teacher is in a dominant position, so the teacher's quality influence on the quality of teaching.

    At present, most of the rural primary school is lacking of English teacher. Most of English teacher are unprofessional or part-time teacher, they didn’t accept the

    professional English language training, and even more some of them learned English by themselves. The author do a research in the Lizi elementary school in Zigong Sichuan province, which shows that among 12 classes there are six English teachers in the elementary school, all of them are job-transfer teachers. They are teaching Chinese, math and high grade English. And another study shows “in six county 382

    primary schools, only 1.52 English teachers every school average. Among 498 English teachers, 151 of them are unprofessional, 347 are job-transfer teachers"(Zhang Xiaoqing,2008:05)

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    From the two cases we can find that the rural primary school is always shortage of quality teachers, most primary English teachers are job-transfer teachers who come from the station of political teaching, art teaching, etc. "Large class teaching" "many class teaching" " The cross grade teaching " is widespread, the English teacher has been busy with correcting the exercises, processing the accident, have no sufficient time and energy on textbook, which direct bearing on teaching results. On one side, the teachers have many subjects or grades to teach, they have no enough energy to do some work on the English teaching, which lead to the teacher's teaching and teaching methods are antiquated, the method of teaching English still traditional. Even more some of them often occur in apparent errors in the class. On the other side, the teachers, who transfer from other subjects teaching, they can’t understand the English totally, not to mention make the students understand them clearly. And the teachers, who come from the high grade, they command the English more, but they can’t acquaint themselves with the children’s Psychological character and can’t command

    their interests. They use the ways that used in high grade to teach the children which make the children understand them difficultly and learning hard, what’s more, make

    the children losing interests in English learning or even boring the subject.

    Also there are some other problems: the transfer teachers can't understand English very well, and their pronunciations are lacking of standardization. Such a corps of teachers could not build up a contingent of high-caliber English talent. Besides, some teachers’ quality is also not high who treat the student bad or give the student corporal

    punishment, these interim measures against the students to grasp of English knowledge and improve the comprehensive standard.

    2.1.2 The problems of teaching equipments

    At present, many schools in rural areas as financial difficulties for reasons such as English teaching equipment and construction is still unable to satisfy the actual needs. Demonstrate in the following aspects, the multimedia lab, language lab, recorders, teaching in VCD and teaching English teaching equipment and software resources are urgent needed, particularly in remote school, for the economic reasons, the teaching

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    equipments and facilities will be less, and even more a standard language lab are not.

    In addition, even if there are many schools to configure the number of English teaching equipments and facilities, but some teachers worry about the waste of time, or teaching method is not flexible, or they can’t operate multi-media device, and for

    economic reasons, in many school, English teaching equipments for a long time idle, the equipments utilization is very low, and caused a lot of resources wasted.

    The teaching aids and quantity can't meet the needs of students’ study.

    Fundamentally, teaching English is a practical lesson and without teaching aids to implement, comprehensive and improve the quality of instruction is a very difficult. At present, many schools lack of money, teaching aids and quantity. There are few schools had a lab and audio-visual equipment. This situation led to the students who want all-round in English couldn't gratify Also restricts the use of English teaching

    resources.

    2.1.3 The problems of environment

    As for language learning, language environment is a very important factor for our students. "From the perspective of education ecology, education environment is the center of education and constrains the regulation the occurrence, existence and the development of education ."(Fu Daochun?1999:6)However, there are little chance

    for the students communicate in English, especially in rural areas, even be no. The classroom is the only chance for them to communicate with English, but because of their professors, in many rural primary schools, the English teachers use Chinese in class. The rural primary school curriculum is not very reasonable and in a large part of the school there are only two English classes for a week, only forty-five minutes every class. And many schools treat the elementary English as a minor, and the English lessons are often occupied by others in the countryside. In addition, many parents do not know English, not understand the importance of English, There is hardly pressure from parents and social and lead the learning goal is vague and the English learning is passive.

    Also, the peasants few use English to communicate, almost nothing. Therefore,

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    the opportunities for students contact English, speak English, or practice English are rare, they lack of a language environment to study English. And when the children meet problems in learning English, no one can timely guidance. There are more and more difficulties, lead them lose interest in this course at last.

    2.2 Psychological factors of the student in country school

     2.2.1 Timid

    Compared with the city children, the students in rural areas generally more timid because of geography and culture factor, and they lack of confidence and fear of criticizing wrong by the teacher, they are talk less. Respond in English, most students do not want to speak; the collective voice was loud when answer questions, but individual voice little or no answer. This is just dumb English.

    2.2.2 Lacking of attention

    Because of geography and culture factor, the country students of English on the importance of knowledge are not enough, especially children. Many students of learning English are a junior middle school, the English classroom as the rest time. Most students think that there is no need to learn English and English is not necessary to be taught. They do not realize that English has gradually into our lives.

    The New edition of course requests that present stage start elementary school English curriculum New Course Standard of English. The lowest grade to start English is grade three and to guarantee the teaching quality and effect, the higher education department prescribes that there are not less than four times a week. But in many schools the English course is seldom open complete. Even with complete course, no good to carry out teaching, which led to the students does not regard English as much as the language of mathematics.

    As far as the author know, the rural primary schools have English classes very little, and the grade is not unification. Some schools begin the course only in the third

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    grade; other school, grades start in the school at four or five years; and some school start in the sixth form classes in session. Also, the arrangement is not reasonable, in some places for a week is an English lesson and takes it as minor and English to be almost nonexistent. Thus, the urban and rural primary school English teaching standards will produce a considerable gap. Result in junior high school many difficult in study English,and bring teachers a lot of troubles.

    2.3 The problems of effects

     Our relatively remote rural areas in the underdeveloped areas, the English teaching is just the beginning, no ready-made patterns and the path to follow. Therefore, it is inevitable the teaching method is drop behind, the teaching quality is a problem. Many primary school English teachers are still following the traditional teaching English, use a translation, use Chinese for English teaching. In teacher-centered mode, teachers in the stage, the students just listen in the seat?no

    words practice. The teacher only has a textbook, mouth, a piece of chalk; put a tape recorder for teaching English. Teaching activities is only plays and stories, dialogues and other forms. Long time, the students gradually lost interests in learning English, and difficult to cultivate good habits of study English. The most rural schools rely English teaching solely on the few classes a week in the classroom,which can’t promote good English language learning environment. In the class, the teachers worry about students can’t understand them and for their English

    knowledge limits they can only use Chinese to teach, thereby reducing the students of English language in the input and reduce the opportunities and time for they contact with English. And the teaching method, the way to the quality English is not high, the students difficulte to consolidate and use English as the ability of communication, and students learn English without much interest. Besides,some teacher's phonetics are not accurate which misleading the students' pronunciation and

    knowledge.

    What’s more, the teaching method in the rural primary schools is the old English teaching method. In the classroom, many English teachers are the implementer of the mode:open your book, or listen to me, read after me, a copy of the traditional instruction. Examination-oriented education in rural primary school are still dominant. The teacher dealt with the textbook is not focus on promoting students' language, communication skills, but focus on the language of input. They general ignored the

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    “use” of English language. The teaching methods can’t suitable the children’s mental characters and the teachers don’t make use of story, play or song in the English classroom.

    At last ,no matter in rural or urban, education following the examination-oriented education at a large extent, the teacher cares about more the rate of excellence, Passing rate as explicit guidelines and ignores quality of training for students, and lead to the phenomenon " high scores but low abilities" widespread. The prominent exhibition in English teaching is: students can recite from an article, but when touch the use of English, they become a "blind". This in our rural education activities are relatively common, it is obliged to cause us to ponder over.

    3 Strategies

    3.1 Strengthening teacher training

    At first, teachers are practitioners and implementers of quality education and raising teachers' qualities is crucial. English classes in primary schools have the necessary conditions of a qualified English teacher. A good primary school English teacher is not only English well, but also be understood in special teaching skills to support and guide the pupils in the language learning; A good primary school English teacher, for guarantee the teaching quality, not only commannnds knowledge of English teaching, he or she should has rich experience in teaching and constantly update the teaching methods, so that the quality of teaching and research will be effective. But at present, in most of the rural primary school, English teacher drop far behind in the standard, no matter the teaching skills or the language levels are still hang behind, so the primary school teaching and in-service teachers to carry out relevant training must be enforced.

    Then, set some English teaching teams in the countryside. The rural primary school English teaching is pressed for a companion of mutual assistance, schools have not English teaching team, many teachers can’t find solutions to the way during the class, they could only think alone. The proposed by the township of active English

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