Analysis of rural primary school English teaching present situation and countermeasure英语专业毕业论文.docx
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1、 题 目Analysis of rural primary school English teaching present situation and countermeasure 学生姓名 学 号 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 二一二 年 五 月 十五 日 Analysis of rural primary school English teaching present situation and countermeasure Abstract:Primary school English teaching is the start of stud
2、ents 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 schoo
3、l English teaching, this article will put forward several related improvement measures and suggestions in order to perect Chinas 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
4、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 o
5、n 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 tea
6、ching 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 teaching11 teachers are in short supply and the comprehensive quality of teachers is lowAs we all know, the teachers of pr
7、imary 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
8、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 a
9、nd 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 qu
10、ality 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 t
11、eachers. (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
12、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 teachingAt present, the result of E
13、nglish classroom teaching in Chinas 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 l
14、imited 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
15、the true communications and the accurate imitation. Therefore, in most situations, the pupils in Chinas 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 ta
16、sk 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
17、. 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. M
18、any 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. 1.2 the unreasonable curriculum arrangementThe arrangemenr of curricula extent is unre
19、asonable 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
20、 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 qualit
21、y of teaching is not too hign all the time. 2. the countermeasures and suggestions to improve rural primary school teaching situation2.1 to strengthen the facultyIt can not be accomplished overnight to improve the English teaching situation in primary schools. Many factors can affect the process and
22、 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 t
23、eacher, 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
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