英語教學(xué)論文On Tapping the Growth Boosting Value of Primary English

OnTappingtheGrowthBoostingValueof PrimaryEnglishAbstract:Thegrowthboostingvalueistheembodimentoftheintrinsiceducationalvalueandhumanismexistingincurriculum.ThegrowthboostingvalueofprimaryEnglishisuniqueandimplicit.Teachersoughttopayproperattentiontoitwhilefocusingonstudents'languageacquisition,soastohelpstudentsgrowanddevelophealthilyintermsofphysiqueandmind.Teachersneedtoproceedfromstudents’physicalandmentalcharacteristics.UndertheguidanceoftheEnglishCurriculumStandards,teachersextractgrowthelementsfromtextbooks,createrealgrowingsituationsincombinationwithreallife,synchronouslydeveloplearningstrategiesandgrowingstrategies,andboostgrowthbymultipleevaluation.Withthehelpofthis,studentsestablishasustainableandharmoniousrelationshipwiththemselvesandtheexternalworld.Keywords:Thegrowthboostingvalue,primaryEnglish,EnglishCurriculum Standards,textbooks1.IntroductionWiththepromulgationandimplementationoftheCurriculumSchemeforCompulsoryEducation(2022Edition)andEnglishCurriculumStandardsforCompulsoryEducation(2022Edition),theeducationalfunctionofcurriculumhasbeenraisedtoahigherlevel.TeachersshouldtakefosteringvirtuethrougheducationasthefundamentaltaskofEnglishteaching,accuratelyunderstandtheconnotationofcorecompetencies,andhaveanoverallgraspoftheeducationalvalueofEnglishcurriculum.Everystudentshouldbefullyrespected,gainapositivelearningexperience,andgrowuphealthily,confidentlyandpleasantly.Inviewofthis,thegrowthboostingvalueofprimaryEnglishshouldbefurthertappedandutilizedreasonablyandeffectively.ThispaperwillmainlydiscusswhatthegrowthboostingvalueofprimaryEnglishis,whyweshouldtapthevalue,andhowtotapthevalue.2.TheconceptofthegrowthboostingvalueofprimaryEnglishThegrowthboostingvalueofprimaryEnglishreferstothecharacteristicsofintegratingprimaryschoolstudents'Englishlearningcontentandtheirgrowingexperience,promotingstudents'physicalandmentalhealthwhiledevelopingtheirabilityoflanguageapplication,whichhelpsstudentsestablishapositiveattitudetowardslife,learntochooseahealthylifestyle,andestablishharmoniousinterpersonalrelationships.Withtheinfiltrationofthis,studentsaregraduallyabletoacceptthemselves,improvethemselvesandenrichthemselves,also,learntotreatotherskindlyinanappropriateway,integrateintothegroup,andadapttolife-longdevelopmentaswellassocialdevelopment.3.ThesignificanceoftappinggrowthboostingvalueofprimaryEnglishForthetimebeing,mostprimaryEnglishclassesstillemphasizetheinstrumentalattributeofEnglishmore,highlighttheimpartingofEnglishontologyknowledge,focusonlanguageitselfandcommunicatingability.Englishteacherstendtopayinsufficientattentiontostudents'physicalandmentalhealthdevelopment.Evenifthereissomeconcern,itisoftenpresentedlikeahollowsloganintheprocessofemotionalsublimation.JacquesMaritain,awell-knownFrencheducator,oncesaidthatnothingismoreimportantordifficultthanbecomingaperson,andthepriorityofeducationistoshapepeople.Teachersoughttoconsiderhowtotransformthecurriculumcenteredonsubjectknowledgeintoacurriculumcenteredonthecultivationofstudents'problem-solvingability,valueconstructionandphysicalandmentaldevelopment.Teachersshouldconsiderhowtointernalizeknowledgeintothinkingtoolsandhabitsfromthepersonalizedperspective,andreinforcethelearningcharacteristicsofbeingtransferable,generativeanddevelopmental.Inthecontextofthesimultaneousdevelopmentoffivedomainsofeducation,moreattentionshouldbepaidto"education"thanto"teaching".Englishteachersshouldnotonlypayheedtowhatandhowtoteach,butalsoexaminewhatteachingcanconveytostudentswhoareintheprocessofgrowinganddeveloping.Itiscrucialtorealizetheall-rounddevelopmentoffivedomainsofeducationwithmoralityastheguide,intelligenceasthedrivingforce,physicaleducationasthefoundation,aestheticastheself-cultivation,andlaborasthevirtue,promotingthedevelopmentof“wholeperson”.4.HowtotapthegrowthboostingvalueofprimaryEnglish 4.1.Studytherequirementsofthematiccontent

ManyteachersareatalossabouthowtoexplorethegrowthboostingvalueofprimaryEnglish.AnoperativestartingpointistostudytherequirementsofthethematiccontentintheEnglishCurriculumStandardsof2022edition(Level1andlevel2).ThethreemajorthemesandthemegroupsproposedintheCurriculumStandardsbasicallycoverthethemeswhichneedtobecoveredinthecompilationofcurrentprimaryEnglishtextbooksandclassroomEnglishteaching.Teacherscandirectlyexplorewhichsub-themesarecloselyrelatedtostudents'physicalandmentaldevelopment,soastoanalyzetextbookspurposefullyandtheextractof“growthfactors”scientifically.Typicalsub-themeswithgrowthorientationinclude:self-managementoflearningandliving;healthyandcivilizedbehaviorandlifestyle;self-confidenceandoptimism,self-acceptanceandempathy;moodandemotion,regulationandmanagementofemotionandbehavior;difficulties,problemsandsolutionsinlifeandstudy;awarenessofeconomizing,laboring,obeyingrules,participatingandcollectivespirit;sportsandhealth;personalfeelingsandopinions;listening,understandingandtolerating,andsoonandsoforth.Teachersshouldgrasptheconnotationofthesethemesflexibly,begoodatfindingjunctionpointsbetweenthesethemes,buildcrosslinks,andsproutnewgrowingpoints.Itisnecessarytoavoidmechanicallyincorporatingtheteachingcontentintoacertainthemelikelabeling. 4.2.Extractgrowthelements

Teachersshouldconsciouslybuilduptheawarenessof“system”and“unit”intermsoftextbooks,combinetherequirementsofthethematiccontentintheCurriculumStandards,fullycombandrationallyanalyzethelearningmaterial,extractthe"growthelements"inthewholesetoftextbooks,reasonablyintegratetherelevantcontents,andgiveenoughconsiderationtotherealizationofthegoaloflanguagelearningandgrowthboostingvalue.Teachersshouldexplorethehiddengrowthorientedcluesinthetextbooks,andcarryoutflexibleredesignandredevelopmentofthetextbooksfromthemacroscopicperspective(system),totheintermediateperspective(unit)andthentothemicroscopicperspective(focalpoints).ThereisanexamplefromPEPtextbookVolume7“Unit6Howdoyoufeel?”Thesub-themecontentinvolvedinthisunitismoodandemotion,regulationandmanagementofemotionandbehavior,whichisrequiredbythethematiccontent(Level2)oftheEnglishCurriculumStandardsof2022edition.Fromtheperspectiveoftextbooksystem,Unit3ofVolume1presents"-howareyou?-verywell,thanks."Unit3ofVolume4presentsthewords:hot,cold,etc.,whichareclosetofeelings.Broadlyspeaking,tired,thirsty,shy,etc.appearinginVolume5arealsorelatedtofeelings.Alloftheabovearelinkedtothenewcontentof“Howdoyoufeel?”Studentshaverelevantreservesbeforelearningthenewcontent.Fromtheperspectiveofunit,“Howdoyoufeel?”mainlycoverstheideas:Feelingsarediverse.Feelingsandreasons.Feelingsandsuggestions.Inviewofthis,therecanbeaneither-orcompoundtask(AorB):Draw,fillandsay. 圖1

TaskA:Giverationalsuggestionsfordealingwithunsatisfyingfeelingsormoods.Byintegrating“If...”sentencepatternappearingin“BReadandwrite"in“Unit5Whatdoeshedo?”andsentencepattern“...should...”inthislesson,studentsareexpectedtoconsolidatetheirpriorandnewknowledge,mobilizestrategyofemotionalregulationandachievetransferenceandinnovation.TaskB:OnthebasisofTaskA,studentsmayaskaboutothers’reasonsforbadfeelingsormoods,learntoconcernforothersandcomfortothersorprovidereasonablesuggestions.TaskBhelpstoestablishadialogueframework,enrichlanguagecontentandstrengthenpragmaticexperience.Teacherscanmakeuseofthetwotaskstohelpstudentslearnthroughexperience,applyinpractice,andinnovateintransference.Meanwhile,studentsarelearningtoshowsolicitudeforothers,placethemselvesinothers'positionandimprovetheirabilitytoempathize,regulateemotionsandsolvepracticalproblems,whichaimsatbeneficialgrowingexperienceandauthenticdevelopingprocess. 4.3.Associatelearningwithreallife

TheEnglishCurriculumStandardsof2022editionattachremarkableimportancetodevelopingandutilizingresourcesofstudentsthemselves,includingstudents’lifeexperience,learningexperienceandtheirrichthoughtsandemotions.Teachersshouldpayheedtostudents'schoollifeandstudylifeaswellastheirpersonallife,familylifeandculturallife.Teachersshouldadjustmethodsandmeasuresinthelightofchanginglearningcontentandrealisticsituations,linkandintegratelearningwithstudents'reallife.Teacherstakethegrowth-orientedthemeastheguide,takereallifeasthecontext,takespecifictasksasthecarrier,andtaketheimplementationofpragmaticsasthepriority.Studentsaretolearnauthenticallyandthinkdeeply,andsolvevariouspracticalproblemscloselyrelatedtolearningandlifethroughpracticalexploration,soastoexperiencereallifeandlanguage,practicing"DothingsbyapplyingEnglish".Thus,studentsgrowwhilelivingandgrowinlearning.PEPtextbookVolume7“Unit6Howdoyoufeel?”istakenasanexample.Throughunitstudy,studentsrealizethattheyshouldlearntorelievenegativeemotions.Onthecontrary,peopleshouldtakecertainpreventivemeasurestoavoidnegativestatesandreducetheoccurrenceofpassivityfromtheorigin.Teacherscandesignthefollowingdiscussionaimingatlifeexperienceandthinkingdevelopment:Whatgoodmethodscanyouthinkofinordertoavoidnegativestatesasfaraspossible?Forexample,saybyeto"Mr.Ill"→Weshouldeatmorehealthyfood.Weshouldoftendoexercise.Weshouldkeepearlyhours.Similarly,studentscanbeencouragedtothinkofwaystosaybyeto“Ms.Sad”“Mr.Angry”or“Ms.Worried”. 圖2

Thisactivityisdesignedbasedonstudents'reallifeexperience,withhealthygrowthasthegoal,toinstructstudentstodevelopgoodhabitsandeffectivestrategiesgradually.Bystrengtheningtheuseofthekeysentencepattern“...should...”studentscansaygoodbyetovariousunhealthy,unhappyandirrationalthings,andimperceptiblyinspirestudentstostrivetobe“sunshineteenagers”whocanreconcilewiththemselvesandmaintainharmonywiththeexternalworld.PEPtextbookVolume4“Unit2Whattimeisit?”istakenasanotherexample.InPartB,Mikeinlet'stalkandAmyinReadandwritebothhavethebadhabitofprocrastination,whichenlightensstudentstodesignareasonablework-restscheduleforthem.Linguistically,studentscanaskandanswerquestionsinroleswithkeysentencepatterns.Fromgrowth-orientedperspective,theyareexpectedtoreflectonwhethertheyhavethesameproblemsandhowtocorrectthem,soastoimproveself-awareness,strengthenself-educationandrealizeself-management. 4.4.Learningstrategiescatalyzegrowingstrategies

Asoneofthesixessentialfactorsofthecurriculumcontent,learningstrategies,includingmetacognitivestrategies,cognitivestrategies,communicativestrategies,emotionalregulationstrategies,etc.,providespecificwaysandmeansforstudentstoimprovelearningefficiencyandlearningeffects.Onconditionthattheperspectiveandstartingpointareappropriate,learningstrategiescanalsobetransformedintogrowingstrategies.Recycling2inPEPtextbookVolume7istakenasanexample.Therequirementsofthefirsttwotasksarerespectivelyasfollows:Listentotheaudiotofillintheblankswithdifferentitemsofjobs(themaintopicinUnit5)andhobbies(themaintopicinUnit4)ofKen'sfamily.Thecompilationpurposeofthesetwotasksinthetextbookistointegratethecontentrelatedtojobsandhobbiesaccordingtodifferentcharactersinthesamelisteningdiscourses,butthereisnosubstantialcorrelationbetweenjobsandhobbies.Teacherscaninspirestudentstofindtherelationshipbetweenpeople’sjobsandhobbies.The"character-job-hobby"formwhichpresentstheinternalconnectionmoreintuitivelyispreparedforstudentstoestablishthedialecticalrelationshipbetweenjobsandhobbiesthroughobservingandthinking,soastodevelopcognitivestrategies. 圖3Character-job-hobbyform

StudentscanfindthatthejobsofKen'sbrother,sisterandauntarecloselyrelatedtotheirinterest.Ken'sbrotherisafishermanandhelikesfishing.Ken’ssisterisapoliceofficerandshelikesdoingkungfu.Ken’sauntisafootballcoachandshelikeswatchingfootballmatches.Becauseoftheirhobbies,theyengageinrelevantjobs.Itisalsobecauseofthespecifichobbythattheycandotheirworkwell.Somestudentsalsopointoutthatmaybetheyhavegraduallydevelopedrelevanthobbiesafterengagingintheirownjobs,sothattheywillnotbetiredofworking.However,Ken'smother’sandhisuncle’sjobsarenotcloselyrelatedtotheirhobbies.Oneisaworkerwholikesreading,andtheotherisapostmanwholikeshiking.Afterwork,readingalotandtravelingalotisofgreatbenefittoeveryone.Whiledevelopinglearningstrategies,studentsareimprovingtheirthinkingtraitsandlearningtolookatproblemsobjectively.Theyobtainacriticalanddialecticalviewofjobsandhobbies,haveadeeperthinkingabouttheessenceofjobs,thesignificanceofhobbies,thereciprocaltransformationandpromotionbetweenjobsandhobbies,andtheirfuturecareerplanningaswellastheinterestcultivation,layingabeneficialfoundationforfurthergrowthanddevelopment. 4.5.Integratecurricularandextracurricularareastobroadengrowingspace Nowadays,after-schoolserviceshavebeencarriedoutregularly.Englishextracurricularclubsorgroupsareeffectiveorganizationalformsofafter-schoolservices.Theyintegratecurricularknowledgeandextracurricularactivities,providingstrongsupportforactivity-basededucation.TheintegrationofthecurricularandextracurricularareasbroadensthechannelsofEnglishlearningandusing,extendsthespaceforstudents'growth,andismoreconducivetoeducatorstocarryouteducationalactivitiesforstudents’growthanddevelopmentinatargetedandplannedmanner.Itisasubtleprocessforteacherstotransformfromtheperspectiveofknowledgeintextbooksintotheperspectiveofcurricularandextracurriculareducationalactivities.Inparticular,theIntegratedPracticalActivitiesproposedintheEnglishCurriculumStandardsof2022editionaremoreflexibleandspatial.Teacherscanfollowtheprincipleof"combininglearningwithapplication,combiningcurricularandextracurricularactivities,andintegratingrelatedsubjects",sothatEnglishlearningcontentcanbeintegratedwiththatofothersubjects,leadingtoawiderrealworld.PEPtextbookVolume6“Unit6Workquietly”PartBistakenasanexample.Thethemeofthecodeofconductinthislessonbelongstothecategoryof"peopleandsociety",mainlyinvolvingthesub-themeof"classandschoolrules&ruleawareness",whichisparalleltothecontentoftheprimaryschoolMorality&RuleofLawtextbooksofGrades3to5.圖4小學(xué)道德與法治教材關(guān)于班規(guī)校紀(jì)、規(guī)則意識的部分內(nèi)容Teacherscancreateareasonablethematiccontext,basedonstudents'schoollife,focusingonnormsofbehaviorandintegratinginterdisciplinaryknowledge.Taking“discovering-producing-publicizing”asthestringofactivities,studentscandoasfollows:Lookforsignsintheschoolyard-makeandaddnecessarysigns-collectandselectrules–determineandmakeclassrulesorschoolrules.Studentscanunderstandtheimperativesentences“Keeptotheright.Talkquietly.Taketurns.Keepyourdeskclean”inrealsituations.Studentscanunderstandthemeaningandfunctionofthesesignsinthecontextoflife,andexperiencetheimportanceandnecessityofrulesforclass,schoolandsociety.Teachersshouldencouragestudentstoobservemore,putforwardbehaviornormsandsuggestions,publicizecivilizedetiquette,andpromotetheconstructionofcivilizedschool.Studentswillmoreconsciouslyabidebytherulesandregulationsthattheyparticipateintheformulation,graduallyestablishcollectiveawareness,ruleconsciousnessandself-managementconsciousness.Thiswillstrengthenstudents’socialattributes,andhelpthemlearntocoordinatetherelationshipbetweenthemselvesandtheexternalsocietyfromanearlyage.Allthesereflecttheintegrationandunityoflanguagelearningandstudents’growthanddevelopment.圖5 圖6 4.6.Multipleevaluationpromotesstudents’growth

Aneffectiveevaluationmechanismisanimportantguaranteefortheimplementationofeducationalobjectives.AimingattappingthegrowthboostingvalueofprimaryEnglish,teachersshouldexpandtheevaluationcontentandimprovetheevaluationmethodtopromotetheimplementationoftheevaluationofstudents’growthanddevelopment.Inordertoevaluategrowthrationallyandexplicitly,teachersshouldpayattentionnotonlytostudents'learninglevel,butalsotothedevelopmentaltrendofstudents'thoughts,emotionsandattitudesintheirlearningprocess.Theevaluationcontentcanincorporateevaluationontheachievementofstudents'growinggoalsonthebasisoftheevaluationofknowledgeandskills.Toreflectdifferentperspectivesofevaluation,theevaluationsubjectscanbepluralistic,andstudents’realgrowingexperienceandgrowingstatuscanbecomprehensivelyexamined.Theevaluationshouldbeimplementedinmulti-channel,multi-perspective,multi-levelandmulti-mode,enablingthesustainabledevelopmentofstudents.Inparticular,focusingonthecurrentandfuturedevelopmentofstudents,teachersshouldreinforcethevalue-addedevaluationandhelpstudentsgrowsteadilyandhealthilyontheiroriginalstatus.PEPtextbookVolume7“Unit6Howdoyoufeel?”isagaintakenasanexample.Thefollowingscaleisutilizedtoevaluatefromdifferentdimensions: 圖7

Thisevaluationscalecoversself-evaluation,peerevaluationandteacher’sevaluationonlanguageacquisitionandpersonalgrowth.Theevaluationsubjectsaredifferentandtheevaluationformsarediversified.Itbuildsuprealinternalconnectionbetweenstudentsandthemselves,studentsandpeers,studentsandtheteacher.Ithighlightsthevalueoflearning-growingcommunities.Theresultofevaluationvariesfrompersontoperson.Adheringt