長春市小學(xué)英語口語教學(xué)問題及應(yīng)對策略-本科畢業(yè)論文

1、學(xué)號：1103150210本科畢業(yè)論文長春市小學(xué)英語口語教學(xué)問題及應(yīng)對策略Teaching Problems and Strategies of Primary Speaking English in Changchun city姓名：閆喆專業(yè)：英語專業(yè)指導(dǎo)教師姓名：耿玉秋指導(dǎo)教師職稱：副教授2016年5月摘要從2001年起，長春市按照教育部的相關(guān)規(guī)定和文件，在小學(xué)開展了英語課程的學(xué)習(xí)，英語教學(xué)逐漸走上正軌，近五年來發(fā)現(xiàn)現(xiàn)階段小學(xué)英語口語教學(xué)中存在這樣一些問題和不足：教師積極性不高、口語教學(xué)環(huán)境不佳、考核體系單一、學(xué)生對英語興趣匱乏等，本文通過對全市小學(xué)英語的課程設(shè)置、師資隊伍和使用教材等方面

2、的現(xiàn)狀的調(diào)查與分析，同時參考英語老師日常的口語測試，問卷調(diào)查、課堂觀察和訪談等一系列的成果，因此作者希望采取尊重學(xué)生主體性、增強(qiáng)小學(xué)生的主觀認(rèn)知、提高口語教師隊伍的整體素質(zhì)、完善英語口語教學(xué)評價體系等應(yīng)對策略，給長春市小學(xué)口語教學(xué)的改革提供一些可供參考的意見，能給英語口語教學(xué)的改革提供一些幫助。關(guān)鍵詞：長春市；小學(xué)口語教學(xué)；問題與策略寫手您好 紅色字體請您仔細(xì)閱讀 辛苦啦 幫忙好好改一下 1摘要：a. 2001年起長春開展了小學(xué)英語，之后要寫一個過度，例如2001年-2005年長春小學(xué)英語教育如何如何，2005-2010年如何, 近五年現(xiàn)狀是什么樣的，本文針對近幾年小學(xué)英語存在的弊端進(jìn)行了研究

3、調(diào)查發(fā)現(xiàn)什么什么不足。c.摘要口吻 您有可能現(xiàn)在是一位英語教師或者導(dǎo)員，而我只是大學(xué)生，您的摘要口吻口氣太大d.摘要修改后abstract也跟著修改2 introduction 過短 要加上論文寫作動機(jī) 構(gòu)成 緣由等（這是上次就存在的問題）3這篇文章仍存在大量語法錯誤a.認(rèn)真理清每個句子主要成分，和句子間邏輯關(guān)系（如定語從句修飾哪個部分）b.關(guān)系弄不清楚就寫成簡單句。c.檢查句子時態(tài)和謂語動詞形式4關(guān)于數(shù)據(jù)我知道數(shù)據(jù)不好改動，我只希望你表明出處，例如長春市是有2000所小學(xué)可以寫成據(jù)長春教育網(wǎng)xx年xx期統(tǒng)計出長春有2000所小學(xué)。 再或者那些百分比是xx人在xx書xx頁統(tǒng)計的。關(guān)于數(shù)據(jù)出處沒

4、有人會考究但是一定要寫！拜托！這個很重要!5結(jié)論需要增加自己的觀點(diǎn)在多寫點(diǎn)。全文字?jǐn)?shù)還不夠要達(dá)到6000字以上AbstractAccording to the relevant provisions and documents of the Ministry of Education,Changchun City has started learning English courses in primary schools since 2001, Ehglish learning has on the way, we point out some problems and deficienci

5、es at this stage of spoken English teaching in primary schools in this 5 years: teachers are notenthusiastic,exam models are too single, spoken english environment is not vey good,the interest of students are not high. Based on the investigation and analysis of the current situation of primary schoo

6、l English curriculum, the faculty and the use of materials and other aspects in Changchun city, we took a series of rows effective way such as oral test methods , survey instruments, questionnaires, classroom observation and interviews to investigate the present situation, we need to enhance pupils

7、subjective cognition, improve the overall quality of spoken English teaching teachers ,promote evaluation system and other coping strategies, in expectations of all spoken English teachers ,I hope to offer some suggestions for the improvement of English teaching quality.Keywords: Changchun city prim

8、ary school oral teaching problems and strategies目錄 TOC o 1-3 h z u 目錄 TOC o 1-3 h z u HYPERLINK l _Toc448323404 摘要 PAGEREF _Toc448323404 h 2 HYPERLINK l _Toc448323405 Abstract PAGEREF _Toc448323405 h 3 HYPERLINK l _Toc448323406 1 Introduction PAGEREF _Toc448323406 h 4 HYPERLINK l _Toc448323407 2 The

9、 status of English teaching of primary school in Changchun city PAGEREF _Toc448323407 h 5 HYPERLINK l _Toc448323408 2.1 Curriculums of primary schools PAGEREF _Toc448323408 h 5 HYPERLINK l _Toc448323409 2.2 Teachers teams of primary schools PAGEREF _Toc448323409 h 6 HYPERLINK l _Toc448323410 2.3 Tex

10、tbooks of primary schools PAGEREF _Toc448323410 h 7 HYPERLINK l _Toc448323411 3 English oral teaching problems in primary schools PAGEREF _Toc448323411 h 7 HYPERLINK l _Toc448323412 3. 1 Single oral language teaching mode PAGEREF _Toc448323412 h 7 HYPERLINK l _Toc448323413 3.2. Poor speech qualities

11、 of the teachers PAGEREF _Toc448323413 h 8 HYPERLINK l _Toc448323414 3.3 Imperfect oral language teaching evaluation system PAGEREF _Toc448323414 h 8 HYPERLINK l _Toc448323415 3.4 Convergence issues of oral teaching in the primary schools PAGEREF _Toc448323415 h 8 HYPERLINK l _Toc448323416 3.5 Ignor

12、ance of the Creation of language environment PAGEREF _Toc448323416 h 9 HYPERLINK l _Toc448323417 4 The methods and suggestions PAGEREF _Toc448323417 h 9 HYPERLINK l _Toc448323418 4.1 Improving English teaching quality, knowledge and skills PAGEREF _Toc448323418 h 9 HYPERLINK l _Toc448323419 4.2 Givi

13、ng students enough training time to speak PAGEREF _Toc448323419 h 9 HYPERLINK l _Toc448323420 4.3 Enhancing mental quality PAGEREF _Toc448323420 h 10 HYPERLINK l _Toc448323421 4.4 Arousing students interest PAGEREF _Toc448323421 h 11 HYPERLINK l _Toc448323422 4.5 Students interaction and students or

14、al communicative competence PAGEREF _Toc448323422 h 11 HYPERLINK l _Toc448323423 4.6 Improving primary English teaching evaluation system PAGEREF _Toc448323423 h 12 HYPERLINK l _Toc448323424 4.7 Full use of teaching aids PAGEREF _Toc448323424 h 12 HYPERLINK l _Toc448323425 5 Conclusion PAGEREF _Toc4

15、48323425 h 12 HYPERLINK l _Toc448323426 References PAGEREF _Toc448323426 h 131 IntroductionEnglish spoken does not have been popular due to the language environment, interests , hobbies , constraints , psychological qualities and other characteristics of students, so it is different from Chinese lan

16、guage teaching, especially in rural primary school. English teaching is more difficult. Today, the speaking ability of most students is not strong, a lot of students in English class aree silent, they are reluctant to take the initiative to speak, when comfronted with the teachers question, they oft

17、en copy the natural mode of the books, even if thy need to answer queations, they also try to use the most simple sentence to answer, students ability to use oral English to express their ideas is very limited.As a student, interest is the source of power in cognitive learning, the primary students

18、do not have completely clear desires for knowledge, if they feel a thing itself is very interesting and very fresh, it will arise their awareness of such motivation. According to the author of the pupils in the cognitive aspects of this feature, starting continuous exploration and innovation in the

19、teaching practice, making the following superficial understanding for primary school spoken English teaching, it is listed for reference.2 The status of English teaching of primary school in Changchun city2.1 Curriculums of primary schoolsThe amount of primary schools in the city is 1400 in total. F

20、rom the view of courses, 82.3% of schools offer English classes in third grade (or lower than Grade III) (initial rates of the first grade and third grade as the commenced grades were 15.4% and 62.3%), which has a certain gap with starting grades of English education in primary school proposed by th

21、e Ministry of the education. the schools have not yet begun , they belong to the small rural village which lies in the outside of the center of the school, the distribution situation of the city is that the small villages (prefectures) are in the heart of the school in nine cities , the ratio of the

22、 white city areas which have not opened lessons is large, the problem compared is so obvious.In order to ensure the quality of teaching and teaching effectiveness, the arrangement of learning English in small class should follow the short-term high-frequency of principles, namely: Short courses and

23、long courses intergraded, not less than four times teaching a week. According to survey results, 88% of school hours per week should be three or three or more. In the survey of Teachers thought that the how mush hours are best per week, 100% of the primary school teachers think English teaching shou

24、ld have three hours per week (or 3 above). This shows that, in teaching practice, teachers have to think three hours per week is suitable to the law of learning the language, it is possible to obtain satisfied teaching effect.Primary school English teaching requires teachers give more and more oppor

25、tunities for students to create cross-occasion, promote the personal awareness of communication for students at the actual scene, large amount of English activities on campus are set into the portion that is available and necessary. In the schools surveys, most schools have outside activities in Eng

26、lish disciplines, these activities are a large part of the school arrangement, there are also a lot of activities from teachers spontaneous organization. Although only 33% of the funds invested in the English school activities, but the English activities on campus were impressive, such as English ra

27、dio stations, English drama performances, English Song Competitions, speech contests and word contest, etc. These activities greatly stimulate students interests in learning English.In addition, some schools and teachers can regularly recommend to introduce English reference books to students, such

28、as English-language newspaper: 21st Century English newspaper Young English newspaper English Learning and Coaching Paper and so on, there are other English magazines or books, this is not enumerated because of less proportion.Course evaluation is an important aspect of promoting the development of

29、education, improving the quality of schools. In the schools surveyed, almost all schools will be included the English curriculum as test subjects, in the form of evaluation, we will focus on the students listening, speaking, reading and writing and other aspects of the comprehensive evaluation, so t

30、hat the evaluation tends to be more objective, it is accurate and better reflect the real level of the students. At the same time, as an effective lever , the examination is adjusted to the school, parents, students about the importance of a discipline to a certain extent, it is good to making a goo

31、d external environment for English discipline development camp.2.2 Teachers teams of primary schoolsChangchun city have 2000 primary school English teachers, according to files required by the Ministry of Education, we need 390 English teachers of primary school. In the survey of teachers, they have

32、 English professional of the scientific calendar teachers accounted for only 18%, rural teachers accounted for only 2.4%; English special sciences calendar teachers accounted for 13.8%, teachers for the special English education accounted for 8%. there are only 31.8% of all teachers learning experie

33、nce hierarchy that meet the standard. In the survey of teachers, the professional teachers who have non-English school calendar accounted for 60.9%, of which rural English teacher account for more than a large number whose qualifications are not up to standard. In addition, the young English teacher

34、s accounted for most of the teachers team, where the young teachers under the age of 30 accounted for 68%. From the perspective of English teaching, the younger teachers are easy to accept the new curriculum ideas, classroom teaching is live and vibrant; from another perspective, young teacher class

35、room experience is inadequate, there are still some problems about seizing control of the classroom teaching content.In the survey, the addition is also a problem caused by high degree of importance, and that is the issues of workload of oral English teacher. 58% of the workload of teachers in each

36、Week is 16 to 18 knots, as well as 26% of teachers workload per week is amounted to 20, 65% of teachers believe that the amount of work is in front of the head. According to teachers who reflect, because there are no explicit files to specify English teachers workload, schools set English teachers w

37、orkload outside of the standard of mathematics. But actually, primary school English class is very difficult, tone, body, beauty, science, and social science subjects equivalent. In English by the special nature of the professional English teachers have to carry out lifelong professional English kno

38、wledge skills further increase. In addition, the English disciplines makes special English teachers also have to make when marking between industries and so on. Weekly workload of 16 to 18 hours, and made about a teachers specialization development, it is difficult to guarantee that classroom teachi

39、ng quality, but also unfavorable to mobilize broad large English teacher enthusiasm, my city primary school English teaching the development is extremely unfavorable.2.3 Textbooks of primary schoolsSelecting appropriate teaching materials can have important influence on teaching English, which can n

40、ot be underestimated. In the new curriculum reform, the national management for curriculum of primary school come from a central system of government to three levels of management: country, local area and schools. There are data display that the teaching materials which are up on teacher comments ac

41、count for 12%; the teaching materials which depend on school views account for 27%; the teaching materials which are up on upper administrations opinions account for 71%. In the selection of primary school English textbooks of the city, we usually rely on administrative command.In the view of school

42、 textbooks species, there are 15 species. They are: a new starting point in English, Macheng Ying language Primary English New Curriculum Standard Edition (teaching) PEP Happy English New Standard English, junior middle school English, Singapore Primary English version Linktone childrens English , O

43、xford English comprehensive Primary English easily into English, new target Tsinghua English , Cambridge Young Learners English, New Concept English textbooks” and some other school-based teaching material.3 English oral teaching problems in primary schools3. 1 Single oral language teaching modeOral

44、 English teaching language teaching mode of Primary school is relatively simple, which give main propriety to teachers teaching mainly, and ignore the students subjective position, it is not conducive to improve students enthusiasm and initiative, and it is also not conducive to students oral langua

45、ge communication skills. Moreover, since students have different personality traits and cognitive level a fixed single teaching mode can not have a targeted spoken language training for students, which is harmful to improve the overall level of the students. Ministry of Education and the Provincial

46、Education Office have issued a guide opinion about positive pushing into the primary school English classes. Since 2011,all Cities and counties primary schools gradually opened provided English language courses, since 2002 autumn, primary schools in townships starts opening gradually English classes

47、, but this text still has difficulties to push spirit wide out. Due to the rural poor conditions, the attention to the importance of oral English is not enough, teacher resources severely are lacked, the local education administrative departments do not have a plan, pushing forward measures can not

48、be in accordance with predetermined time that guidance opinion implemented.3.2.Poor speech qualities of the teachers Currently, English spoken teachers in primary need to be further improved. Some teachers knowledge structure is outdated, which can not mobilize students enthusiasm and initiative; an

49、d some spoken teachers do not correctly recognize the importance of primary school English teaching, teaching is not serious, and do not concentrate on teaching methods which is lack of innovation, hindering the personality development of students, it is not helpful to improve teaching. In recent ye

50、ars, although the number of teachers on the course has a lot increase, but the documents from Ministry of Education and the provincial education department requirement become high, there is also a large gap between each other, the quality is difficult to guarantee. The main problem is that teachers

51、basic language skills do not meet the standards, voice, inaccurate intonation, teaching methods of some teachers shall not be appropriate. Teachers lack the training and learning opportunities and external communication and learning opportunities, in particular the opportunity for further study of t

52、he country.3.3 Imperfect oral language teaching evaluation systemWhen we assess the spoken English of students, we often evaluate them according to the grades in the traditional final exam, have the neglect of student evaluation in the learning process of spoken language, this will cause a student t

53、o only focus on improving the final exam grades, and slighting spoken work out. In addition, to evaluate the students English oral language, many teachers have ignored the students comprehensive language proficiency assessment, which is not conducive to improve students oral communication skills.3.4

54、 Convergence issues of oral teaching in the primary schools and secondary schoolsPrimary school students learn English for a few years, when they enter in the secondary school, they also starts from A B C, which currently is a more common phenomenon. This is also a waste of human resources and physi

55、cal force. Students from different primary schools set in a secondary school, especially rural students and urban students compiled in the same classes, grades and English level of students have parameter difference, which is not homogeneous give teaching, and it will bring very big difficulties. Th

56、erefore, Department of Research should pay attention to strengthening communication of the ditch primary school English teachers and teaching management department, organizational research staff to make the research programs.3.5Ignorance of the Creation of language environmentTeachers ignore creatin

57、g speaking language of the environment for the students. As the saying goes fist their hands, music comes up, in order to improve students English level, we should create a good language environment for students. In the course of todays English teaching, many teachers like mouthpiece and go on spoon

58、-feeding education, the whole class is that entirely teacher said and students listen, opportunities for students to use English to communicate are very little, which is not conducive to students oral proficiency improvement.4 The methods and suggestions4.1 Improving English teaching quality, knowle

59、dge and skillsTeachers role is teaching and educating people, provided that the teachers have accurate and rich subject knowledge. Teacher is like a movie director who will affect the entire scene, the director can choose a good script and a group of actors, as teachers can choose a good topic, stud

60、ents will take great enthusiasm into the spoken language teaching, classroom teaching goal can be successfully completed. As an English teacher, oral teaching level is essential. Oral teaching is to teach students to master the pronunciation and articulation as well as words and sentence stress, int