The Current Situation Investigation on English Teaching in Rural Primary Schools of Henan Province河南省农村小学英语教学现状调查

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1、河南科技学院新科学院2014届本科毕业论文The Current Situation Investigation on English Teaching in Rural Primary Schools of Henan Province河南省农村小学英语教学现状调查 学生姓名： 所在系别： 外国语言文学系 所学专业： 英 语 导师姓名： 完成时间： 2014年4月 The Current Situation Investigation on English Teaching in Rural Primary Schools of Henan Province Xinke College of

2、 Henan Institute of Science and Technology April, 2014ContentsAcknowledgmentsiAbstractii摘 要iiiI. Introduction1II. The Main Methods of the Investigation12.1 The Field Investigation12.2 Questionnaire2III. The Current Situation33.1 Shortage of Teachers and Low Comprehensive Qualities33.2 Lack of Teachi

3、ng Resources43.3 Single and Backward Teaching Methods53.4 Unreasonable Setting of the Curriculum63.5 Lack of English Language Learning Environment, Material, and Students Interests63.6 Inappropriate Mechanism of Teaching Evaluation6IV. The Countermeasures74.1 Strengthen the Management and Guidance74

4、.2 Strengthen the Construction of Teaching Staff74.3 Improve the Conditions of English Teaching94.4 Improve Teaching Methods and Teaching Qualities94.5 Make the Setting of the Curriculum Standardized104.6 Build Strong English Learning Atmosphere114.7 Set the Appropriate Evaluation Criteria11V. Concl

5、usion12Bibliography13AcknowledgmentsFirst of all, I would like to extend my deepest gratitude to my supervisor Ren Junxiang, for her instructive advice and useful suggestions on my thesis. I am deeply grateful of her help in the completion of this thesis.Second, I want to express my gratitude to the

6、 teacher Wang Huimin, who led me into the world of English teaching, at the same time, made me have the topic of this thesis. I also owe a special debt of gratitude to all the teachers in Foreign Languages Institute, from whose devoted teaching and enlightening lectures I have benefited a lot and ac

7、ademically prepared for the thesis.Last but not the least, my gratitude also extends to my family who have been assisting, supporting and caring for me all of my life.iAbstract Education is important to the development of the country and nation. English teaching is an important part of education, go

8、od for the development of the students. English education in primary schools is particularly important for the development of the country. Improving the situation of the rural English education is a good way to improve the level of national education.Since Chinese Ministry of Education issued The gu

9、iding opinions on promoting English courses actively in primary schools in 2001, English curriculum has entered into rural primary schools for more than ten years.The author investigates the current situation on English teaching in several rural primary schools of Anyang county of Henan province thr

10、ough the field investigation（including observation and interview） and questionnaire, and discovers that the current situation is worrying. In other words, there are someshortcomings in some aspects, such as teachers, teaching equipments, teaching methods, curriculum setting, the attention of the par

11、ents and the leadership, the students interests in learning, the evaluation system, and so on. In view of that, the author puts forward some suggestions and corresponding countermeasures from several aspects, aiming to promote the improvement of students English ability and the development of the wh

12、ole education, and lay a good foundation of talents for the development of rural areas.Key words: Henan province; the rural primary schools; English teaching; current situation; countermeasuresii摘 要教育对一个国家和民族的发展具有重要作用。英语教学是教育的重要组成部分,对学生的全面发展具有重要的意义。提升农村小学生的英语教育水平是提高我国教育水平的一个关键措施。自2001年中国教育部发布关于积极推进小

13、学开设英语课程的指导意见以来，在农村小学开设英语课程已经十余年了。笔者通过实地考察（观察和访谈）和问卷调查的形式，对河南省安阳县几所农村小学英语教学现状进行了调查，认为农村小学英语教学现状令人担忧，即在师资，教学设备，教学方法，课程设置，家长和领导的重视度，学生的学习兴趣，以及考核评价体系等方面存在严重不足，并由此从多个方面提出了改善农村小学英语教学的一些建议和措施，旨在促进学生英语能力的提高和整个教育事业的发展，从而为农村的发展奠定良好的人才基础。关键词：河南省; 农村小学; 英语教学; 现状; 对策 iiiI. IntroductionEducation is a long process

14、, and it has a close relation with national stability and social development.The good quality of education is good for cultivating a large number of outstanding talents for the country and social development. Basic education determines a person to master the basic knowledge and the degree of cogniti

15、ve skills.If the students can not grasp the knowledge during this period，their future learning will be unstable.In the subjects of the students learning, English has an important position.Language learning theory suggests that childhood is the criticalstage of language learning. Therefore, the prima

16、ry school English teaching should be closely watched as an introductory teaching. In the blossom of todays new education, the current situation of rural primary school English teaching has many problems.Taking rural primary schools of Anyang county of Henan province as an example, the author investi

17、gates the current situation in order to find the problems existing in English teaching，and puts forward the corresponding countermeasures.II. The Main Methods of the Investigation 2.1 The Field InvestigationThrough the field visits to 6 rural primary schools of Anyang County in Henan province, the a

18、uthor found 6 rural primary schools are generally lack of teaching resources, such as language lab, computer room, tape recorders and TV sets, and so on. In some schools, teachers have nothing, only a mouth, a blackboard and a piece of chalk when they have English lessons. The schools do not have th

19、e language cards, tapes, wall charts, activity books, not to mention some audio-visual equipment. Besides, the author knew that it is only a form that many schools have English lessons, because they have English lessons only once in a week, and some even have English lessons only in grade six. This

20、means that primary school students can not learn practical knowledge. Similarly, the main purpose of the students having English lessons is only to cope with the exam, and as for the pronunciation, writing, and interests cultivation in English, they do not pay attention. So the comprehensive quality

21、 of the students is very low.2.2 Questionnaire The author designed a questionnaire according to the content of the investigation, including English teachers general condition, the years of teaching and the title, the situation of teaching, class hours per week, degree and profession, and so on. The

22、respondents are all English teachers in 6 rural primary schools of Anyang County in Henan province. Through field visits, questionnaires are distributed to each current primary school English teachers, including part-time English teachers. A total of 90 questionnaires were sent out, and 84 effective

23、 questionnaires were taken back.The design of questionnaires is as follows: (1)Your age is () years old.A.20 to 25 B.26 to 30 C.31 to 35 D.36 to 40 E.41 to 45 F. above 46(2) You have been teaching for () yearsA.1 to 5 B.6 to 10 C.11 to 20 D.21 to 30 E.31 to 40 F. more than 40(3) Your title is () for

24、 the primary school teachers.A. level 1 B. level 2 C. level 3 D. high level(4) Your degree is ().A. bachelor degree B. college diploma C. vocational school D. self-study(5) Your major is ().A. English B. non-English(6) The subject you teach is ().A. English B. English and other subjects(7) You have

25、() lessons one week.A.1 to 5 B.6 to 10 C.11 to 15 D. more than 15(8) You teach lessons for () grades.A.1 B.2 C.3 D. more than 3(9) You evaluate students mainly on the basis of ().A. exam results B. performance at ordinary times C. comprehensive quality D. other aspects(10) -Do you often take part in

26、 the English training? -().A. Often B. Generally C. Seldom D. NeverIII. The Current SituationThrough the statistical analysis on the above questionnaire data, the author draws the following findings.3.1 Shortage of Teachers and Low Comprehensive QualitiesThe first is the shortage of rural primary sc

27、hool teachers and the heavy task of teaching. It mainly embodies the following two aspects: the first one isthat the teacher teaches more than one subject, and their overall task is heavy; the second one is the grades that the teacher teaches are crossing, generally many classes, and the contents ar

28、e complex. Through the statistical data of 84 effective questionnaires, the author found that in the six schools investigated, 30 people are full-time English teachers, accounting for 35.7%; 5 persons are English teachers, and teach other subjects(they are both English majors), accounting for 6%; ot

29、her subject teachers with part-time English are 49 (they are non-English majors ), accounting for more than half (58.3%) ; the full-time teachers of English for English majors are less than half，and there are 14 people. 57.1% of the teachers teach three grades or more. Some of them are full-time Eng

30、lish teachers, and some teach two or more subjects. Being busy must affect the quality of the preparation of lessons and the improvement of the teaching methods, and teaching reform is difficult to carry out.Then, English teachers comprehensive qualities are low.Primary school English teachers acade

31、mic success rate is extremely low, and teachers with college degree or above in Englishare few. By the statistical analysis of 84 effective questionnaires taken back, the author found that there are 3 undergraduate students who major in English, and they are all from normal university. Junior colleg

32、e students are 36 people, accounting for 42.86%. 22 of them graduated from normal university, including 1 English major, and the remaining 14 are from non normal university. The number of teachers graduating from vocational school is 45, accounting for 53.57%. 42 of them are normal university studen

33、ts, including 1 English major. Nearly 1/4 of junior college graduates and vocational graduates (about 20) are doing further English learning. Moreover, most of the teachers are transferredfrom other disciplines. Because they do not have the formal training, their language knowledge is weak. The lang

34、uage skills are deficient. And the dialect accents are strong. These teachers do not have solid professional knowledge and are lack of teaching experience, so it is difficult to complete the teaching task successfully. 3.2 Lack of Teaching ResourcesThehardware facilities of English learning containl

35、anguage lab, computer room, television and recorder (tape)，and so on. The rural primary schools are small in size. For example, in the six schools investigated, each school has only a language lab and a computer room; each room has a TV; and tape recorders can be only used separately by each grade.

36、The shortage of teaching equipments in the schools restricts the improvement of the teaching quality to a great extent.3.3 Single and Backward Teaching Methods The new curriculum reform advocates the implementation of quality education, emphasizes the students all-round development, highlights the p

37、rincipal position of the students, and pays attention to the students emotional life and the cultivation of their cultural awareness, which requires that a qualified primary school English teacher should have advanced and modern teaching ideas and methods(刘润清,2002). But many rural primary school Eng

38、lish teachers can not adapt to the requirements of the new curriculum reform, and have no chance to accept the special training. They teach according to the original teaching method, and from the preparation to the class, the people researching on the teaching method are few. Most of the English tea

39、ching forms are inflexible, and lack of interests in the course. Gradually, lost interests, and confidence is gone(安凤岐,梁承锋,2007:97). In 6 schools investigated, single teaching mode and inflexible methods are the main problems. Most English teachers do not have professional English training, and can

40、not fully understand the new curriculum. In English classes, they copy other subjects mode, including Chinese and math teaching mode, and have not flexible and varied teaching methods. In the schools of having better conditions, English lessons are usually that teachers turn on the recorder to liste

41、n to, and then make students follow teachers voice; while the schools of having poor conditions can only adopt the method of following teachers voice, making students read like parrot over and over again. The sense of children for English is just to read and read, not to mention the cultivation of i

42、nterests. The students who are taught in this kind of teaching idea and teaching mode can only read books mechanically, so it has great negative influence on childrens future learning.3.4 Unreasonable Setting of the Curriculum The scope of having English lessons in rural primary schools is small, th

43、e arrangement of class hour is unreasonable, and the grade of having English lessons is unified. In the six schools investigated, two schools have English lessons only in grade three, three schools in grade four and grade five, only one school in grade six. Six schools in common is that the schools

44、can not complete the English lessons according to theschedule, though the schools arrange English lessons. English classes are often occupied by Chinese, mathematics and other subjects; the schools only have English lessons for a period of time at the beginning, then stop again, and it is basically

45、formal. So the quality is generally not high.3.5 Lack of English Language Learning Environment, Material, and Students Interests Under the influence of various factors, such as rural economy, cultural environment and relatively poor teaching conditions in rural schools, rural families and schools ra

46、rely subscribe to English newspaper, magazine and other English reference books that are suitable for primary school students to read, let alone have real language environment to help students to practice listening and speaking(邓海波，许林麟,2006). The students in the schools investigated said that mechan

47、ical memory makes it difficult for them to have a real interest in English learning. Besides, their curiosity and desire cannot be effectively stimulate and guide by accepting the limited language input passively in the class.3.6 Inappropriate Mechanism of Teaching EvaluationThe English teaching of

48、the primary schools is lack of appropriate evaluation mechanisms. The new curriculum standard requires that we should pay attention to the particularity of English teaching evaluation of grade 3 to grade 6, and the evaluation should be diverse and selective in the form, besides the evaluation is mai

49、nly formative evaluation. However, the current English teaching of the primary schools is lack of evaluation mechanisms like this. In the six schools investigated, they mainly takethe mid-term exam andthe final exam as the evaluation of students, and take students scores as evaluation indexes. The e

50、xamination is mainly in the form of written examination, and the examination contents are mainly the teaching material content. This evaluation form is lack of evaluating students learning process, so it is difficult to stimulate the students enthusiasm and initiative and meet the mental and physica

51、l development of the students. Moreover, it is not conducive to the all-round and lifelong development of them.IV. The Countermeasures4.1 Strengthen the Management and GuidanceFrom the department of education to school leaders at all levels, we should attach importance to the setting of English cour

52、ses in primary schools. That is to say, we should implement the spirit of the curriculum reform and English courses of primary school seriously, update the concept of education constantly, and strengthen the management and guidance of the primary school English teaching.4.2 Strengthen the Constructi

53、on of Teaching StaffThe teacher is an important guarantee to practice English new curriculum idea, and at the same time is the key to ensure the quality of English teaching. The level of the research team is directly related to the quality and level of the primary school English teaching(束定芳,2004:53

54、). The expert of childs psychological development Piaget (1981) also said: all the problems on education and teaching are contacted with teachers training. Any great reform is bound to fail in practice, if there is no qualified teacher. So, we must work hard to strengthen the construction of teachin

55、g staff. (1)Take various measures to meet the demand of teachers The relevant departments should earnestly implement the central spirit, formulate relevant policies, encourage teachers in the town to teach in rural areas, and at the same time take measures to improve the treatment of rural primary s

56、chool teachers. They should also give priority to the excellent and advanced teachers in the assessment of titles, and make a plan to attract graduates of normal university to work in rural primary schools. Of course, teaching funds in a certain period should also tilt towards the rural primary scho

57、ols in order to ensure English teaching of rural primary schools carried out as soon as possible and keep up with the pace of the new curriculum reform.(2) Carry out the training of English teachers on-the-job in primary schools, and improve teachers professional quality in an all-round way Most of

58、the current primary school English teachers are the transition of the non-English teachers, and they are young, less experienced, and lack of deep understanding of English curriculum. So it is very important to carry out training for the current primary school English teachers. The administrative de

59、partments of education should purposefully organize primary school English teachers training according to different situations of teachers and development needs. Primary school English teachers training should be based on the needs of teaching, adopting various forms such as learning combined with u

60、sing, and based on the principle of emphasizing on quality and efficiency. The training content should reflect the fundamentality, the practicality, the applicability, and the effectiveness of the primary school English teaching. Primary school English teachers training should also pay attention to

61、the combination of English professional knowledge training and teaching skills.(3) Look to the future, and cultivate the backbone teachersFor a rural primary school, it is not realistic to make all the English teachers qualities of the whole school reach a higher level in a short term. So it is nece

62、ssary to cultivate the backbone teachers of having solid basic skills and daring to try. We should choose those excellent teachers who have great potential and more experienced, and send them to all kinds of English experimental school, foreign language training base, and backbone teachers scientifi

63、c research base, so as to improve the level of teachers teaching and scientific research consciousness.(4) Introduce competition mechanism and optimize the teaching staffWe should improve the level of current English teachers through establishing and improving the reward and punishment system, quant

64、itative assessment management approach, employment management measures, and so on. At the same time, on the basis of the gradual standardization of teachers English education idea and behavior, all areas should formulate preferential policies to encourage graduates who major in English to teach in county, town and village. We should eliminate the incompetent teachers, adjust or dismiss the personnel who fail to fulfill the primary school English teachers duty in order to form a flow mechanism of personnel benign loop.4.3 Im