Primary English Education Paper I
On Primary English Teaching Strategies
Abstract: Primary English teaching has its own particularity, to stimulate students' interest in learning as a starting point, according to the interests of children and young people hobbies to choose the teaching content and teaching methods, and to arrange teaching activities. To establish a scientific teaching evaluation system, the main purpose of the evaluation is to stimulate students' interest in learning, the evaluation form should be formative.
Keywords: English teaching; teaching type; teaching pathway; evaluation system
English is a compulsory course in the basic education stage. According to the requirements of the Ministry of Education, English classes are offered from the third grade of elementary school at the basic education stage in China. With the gradual promotion of English classes in elementary school, discussions and researches on the teaching of English in elementary school are going deeper and deeper. This paper is based on the new English curriculum standards formulated by the Ministry of Education, combined with the investigation and analysis of the current situation of English teaching in local elementary school, and discusses the issues related to English teaching strategies in elementary school.
First, the understanding of the type of elementary school English teaching
For a period of time, about ? How to start the elementary school English class? The discussion, many issues come down to the English teaching in our country is a foreign language teaching (TEFL) or second language teaching (TESL) differences [1]. Failure to clarify the difference between these two types of teaching will bring confusion to a series of work such as the formulation of English curriculum standards, the selection of teaching modes, and the training of teachers, and make our English teaching take a detour. Teaching English as a second language means learning English under the condition of having a language environment. For example, Chinese people study, work and live in English-speaking countries and learn English in order to integrate into the local society. However, our students learn English at home and their language environment is Chinese rather than English, so English is learned as a foreign language. According to the principles of psycholinguistics, children learning their mother tongue can be acquired naturally, and drawing on children's experience of learning their mother tongue, a second language can also be acquired.
It is a fact that our students learn English as a foreign language and lack a language environment. Due to the different types of foreign language teaching and second language teaching, it is inevitable that the teaching mode and teaching methods are different. However, since the content of teaching is English, the teaching concept and teaching methods are similar, which requires us to not only figure out the difference between the types of English teaching, but also draw on and absorb the strengths of various teaching methods, to adopt a teaching method that conforms to the national conditions of our country and is suitable for different teaching objects. Some people have suggested that the direct method should be adopted for second language teaching and the cognitive method for foreign language teaching, which is one-sided and simplistic.
The direct method starts from the spoken language and takes the lead in hearing and listening, focusing on practical exercises such as imitation, reading aloud and memorization, which helps to cultivate students' language habits and listening skills. Listening method, audio-visual method, and communicative method all originate from the direct method, and these teaching methods have a certain influence on English teaching in primary and secondary schools in China. However, the teaching based on direct method requires conditions such as language environment, high level of teachers and small class size, which affects the effectiveness of English teaching as most of the elementary school in China do not have these conditions at present. The cognitive method starts from the students' known knowledge, attaches importance to the role of human thinking, emphasizes the practice of a foreign language on the basis of understanding linguistic knowledge and linguistic rules, focuses on grammar learning and the use of the mother tongue, and opposes relying solely on mechanical drills to cultivate language habits.
The cognitive approach holds that when students learn a foreign language, the knowledge, concepts and rules of the mother tongue will inevitably be transferred to foreign language learning, thus promoting foreign language learning, and therefore, the use of the mother tongue in teaching is a matter of course. The cognitive approach also recognizes that the spoken and written languages are equally important, and that it is not necessary to lead in teaching by listening, but rather by listening, reading, and writing in parallel and in a comprehensive manner. It emphasizes a student-centered approach to teaching, focusing on cultivating students' good motivation and attitudes towards learning, fully mobilizing their motivation to learn, developing their intelligence, mastering scientific learning methods, and forming sustainable language skills. Since the cognitive method has many advantages, coupled with the lack of language environment and teaching conditions for direct method teaching in English teaching in China, the cognitive method is more commonly used in English teaching in primary and middle schools in China. At present, English teaching in China belongs to the type of foreign language teaching, not to the type of second language teaching, whether in universities, secondary schools, or elementary school. However, in terms of pedagogy, but can not be generalized, the same type of English teaching will also have a variety of different pedagogies, which vary according to different teaching objects.
For example, at the high school and university level, where students have a strong ability to think and understand, and have a certain foundation of linguistic knowledge, the use of teaching methods based on the cognitive approach can yield better results. If we ignore the characteristics of adult students' learning of foreign languages and completely copy the method of children's acquisition of their mother tongue, it will bring unnecessary difficulties to foreign language teaching. While the English class in elementary school stage has its special characteristics, students in this period are still in the period of children and adolescents, from the physiological and psychological characteristics, they are young, talkative and active, strong imitation ability, eloquent and articulate, and the pronunciation organ is more malleable, therefore, in the teaching, it can be completely borrowed from the experience of the children's acquisition of mother tongue, and the use of the direct method. Elementary school English teachers should try to use visual aids in teaching, try to create an English environment, stimulate students' interest in learning; to pay attention to the voice, intonation and oral teaching, pay attention to imitation, reading aloud and memorization and other practical exercises to cultivate the students' language habits, and to lay a good foundation for their future learning.
Second, the understanding of the implementation of the English curriculum standards
The Ministry of Education of the State formulated the "full-time compulsory education, general senior secondary school English curriculum standards" (hereinafter referred to as the "standards") in 2001, which set the objectives of the English language curriculum for primary and secondary schools for nine levels, which stipulates that the English language courses should be offered from the third grade of elementary school, and that the second level should be reached at the end of the sixth grade. The Standards set out specific criteria in five areas: language knowledge, language skills, affective attitudes, learning strategies and cultural awareness [2] (P9-27). How to implement the Standards and ensure the quality of teaching is an important issue for elementary school English teachers. The following follow the requirements of the Standard, combined with the current situation of elementary school English teaching to discuss.
(a) Cultivating interest in learning is the key to teaching English in primary schools
The Standards emphasize in particular the cultivation and stimulation of students' interest in learning English, so that they have a sustained interest in and love of English learning. Interest is the best teacher. For primary school students learning English for the first time, curiosity and interest in English learning is their desire and motivation to learn. Therefore, elementary school English teaching should take stimulating students' interest in learning as the starting point, choose teaching contents and teaching methods according to children's and young people's interests, arrange teaching activities, and strive to create a relaxing and pleasant teaching atmosphere and learning environment, so as to attract students to actively participate in learning activities. The Standard advocates? Task-oriented teaching approach, to students? The standard advocates a task-based approach to teaching, with students being able to do something. Teachers should avoid the teaching method of purely imparting language knowledge, and creatively design teaching activities close to students' reality by combining the teaching content. Classroom teaching should be situationalized and communicative. Teachers should make use of all kinds of intuitive means as much as possible, such as objects, models, drawings, audio recordings, video recordings, movements, gestures, facial expressions and so on, which are image-intuitive and lively, help to attract the attention of the students, stimulate their interest, and help the students to directly understand the content they have learned. To provide students with as many opportunities as possible to participate in language communication, only communicative teaching can make students feel that what they learn is interesting. Classroom activities should be suitable for students' age, ability and interest, and at the same time make them feel a certain challenge, satisfy their sense of competition and achievement, and maintain the excitement of learning. To try to use ? Playing, acting, seeing, hearing, singing, drawing? and other forms of activities, so that students can realize the objectives of the task and feel successful through participation, perception, practice, experience and cooperation, in order to form a positive learning attitude and promote the improvement of language use ability. The organizer of classroom teaching is the teacher, and the success of an English class depends on the teacher's careful design and organization of teaching activities, which puts high demands on the teacher's professional basic skills and teaching skills.
(ii) A scientific evaluation system is an important guarantee for realizing the objectives of the curriculum
Teaching evaluation is an important part of the English curriculum, and a scientific evaluation system is an important guarantee for realizing the objectives of the curriculum. However, the current evaluation system tends to take the test scores as the only basis for measuring the merits of students' learning, ignoring the evaluation of students' learning process[3](P7). The Standard pays attention to the specificity of the evaluation of English teaching in elementary school, and proposes that the main purpose of the evaluation of English teaching in elementary school is to stimulate the interest and enthusiasm of students' learning, that the form of evaluation should be diversified and optional, and that the evaluation should be formative, based on the students' performance in participating in all kinds of teaching activities and their ability to cooperate in normal times [2] (P39). The so-called formative evaluation is to use a method similar to the usual teaching activities to test students' ability to do things in English through observation of their learning behavior and communication with them. Such evaluation is a continuous assessment of students' learning, which accompanies the learning process and aims to provide teachers and students with feedback information on the learning status and process so as to regulate teaching and learning activities. Formative evaluation focuses on both the results and the process, so that the evaluation of the learning process and the results of learning to achieve harmony and unity. In addition to evaluating quantifiable aspects such as knowledge and skills, it also evaluates non-quantifiable qualities such as interest, attitude, strategy and cooperative spirit, and the evaluation results are expressed in the form of grades and comments. Such evaluation can be carried out in an open, relaxed, friendly and informal environment, which is a low-anxiety evaluation method that is beneficial to students' self-knowledge, confidence building, and helps them reflect on and regulate their own learning process. So how do the above forms of evaluation operate and implement? The following methods are for reference only.
1. Establishment of learning records. Learning file is to show each student's efforts in the learning process, progress, and reflect the results of a collection of learning. In the learning file, the collection of each student's representative learning outcomes (homework, work) and reflection reports. By allowing students to independently select more satisfactory works, students can be urged to check their completed assignments, reflect on their learning methods and learning outcomes, and cultivate their autonomy and self-confidence in learning. Learning portfolios record students' usual learning behaviors, such as classroom participation in read-alouds, question-and-answer sessions, conversational performances, games, competitions, etc., as well as the scores and comments on regular quizzes. The learning file provides teachers and parents with a record of the student's progress and becomes a window to observe the student's learning.
2. Questionnaire. The purpose of formative assessment is to provide feedback information to teachers and students in order to regulate teaching and learning activities. Therefore, at the mid-term and the end of the period, some questionnaires can be designed to find out the students' learning situation, such as designing questions on learning interests, learning attitudes, learning strategies and so on. Through the survey, teachers can improve their teaching, improve the efficiency of teaching, but also can prompt students to recognize the problems in their own learning, so as to correct their learning attitudes and master learning strategies.
3. Self-assessment, mutual assessment and teacher evaluation. At the end of each unit, self-evaluation, mutual evaluation and teacher evaluation of learning achievement, and recorded in the file. The teaching content of each unit is listed in items, such as words, conversation, songs, doing games and other items, using a hierarchical system of evaluation, first by the students themselves item by item, then in the group, and finally by the teacher evaluation. This way is students and teachers **** the same participation, realizing the diversification of the subject of evaluation, which is conducive to the transformation of students from passive acceptance of evaluation to the subject of evaluation and active participants.
References:
[1]Song Xiaomeng. Is it second language teaching, or foreign language teaching? [N]. Guangming Daily, 2001-03-29.
[2]Ministry of Education. Full-time compulsory education, general senior secondary school English curriculum standards (experimental draft) [Z]. Beijing: Beijing Normal University Press, 2001.
[3]Zhang Wei-Qin. A preliminary study of formative assessment in elementary school English teaching? [J]. Primary and Middle School English Teaching and Research, 2002, (8) Tianzhong Journal
Elementary School English Education Thesis II
"On Elementary School English Education"
AbstractEnglish teaching due to a variety of conditions of the limitations of the majority of students are only in the classroom contact with the English language, then how to improve the efficiency of the English classroom teaching? According to my own teaching work experience, the author believes that we should work on the improvement of teachers' own business level and the flexible interaction between teachers and students in the classroom teaching, so as to stimulate students' interest in learning. Interest is the best teacher, only to stimulate students' interest in learning English, in order to mobilize their subjective initiative, in order to learn English to move towards learning English, improve the effect of English teaching.
Keywords Teaching efficiency; Phonetic teaching method; Interest
The improvement of teachers' own business level is the basis for good teaching activities. But to do a good job of teaching just rely on teachers to improve their own quality can not, for teaching, play the active role of students is very important, in the classroom teachers and students flexible interaction, stimulate students' interest in learning, in order to effectively improve the efficiency of teaching. So how to make teaching efficiency? Combined with my own teaching practice, I think we have to do the following:
First, pronunciation is always first!
-- in the classroom clever use of phonetic teaching and gesture teaching
(a) the phonetic involved in the classroom can make the English classroom active, especially to do to avoid boring word teaching. Classroom instruction will be lively, and students will be willing to learn. Because every phonetic symbol is vivid and interesting. Such as in teaching the sound i, I will give him a nice nickname for ? The classic belly loss short? The first thing I'd like to say is that I don't know what to say. sound, both often occurring short vowels.? Gesture: Palm in the air, back of hand outward, palm inward, waving in your own direction. While waving, the small abdomen is tucked inward. au is nicknamed the ? Ghosts cry and wolves howl? The au is a double vowel with a closed mouth. , gesture: the arm draws a large circle inward.
(ii) Master advanced teaching theories and make efforts to learn pedagogy. Understand the five major pronunciation rules of English: 1. long vowels should be long; 2. short vowels should be short, sharp and strong; 3. diphthongs should be full; 4. omit; 5. bite the tongue. It can bring endless power to teaching.
Second, optimize the teacher-student relationship
The teacher-student relationship is based on ? preaching, teaching and solving problems? For the intermediary and the formation of a special social relationship, good, coordinated, consistent teacher-student relationship is an effective educational activities, the completion of the educational task of the necessary conditions. Teachers should be treated equally, so that the strict requirements of superior students, carry middle students, inclined to students, help them learn to learn, establish self-confidence.
Third, through the development of students' innovative thinking to stimulate students' interest in learning
First, to create an atmosphere to stimulate innovative thinking and imagination space. Cultivate students' innovative thinking, to create an equal, democratic, harmonious and relaxed atmosphere in the classroom, to respect students, care for students, appreciate students, to look at students with a positive attitude and developmental vision, and believe that every student has a huge potential for development.
Secondly, innovation in the scenario of language practice. Teachers should try to create a language practice scenario for students, seize the key sentence patterns in the text, carefully design exercises, trigger the students' desire for knowledge, stimulate students' interest in learning, so that students in the process of using the language in time to transform the language of the text into their own language.
Teachers can use illustrations to create scenarios and cultivate students' creative spirit. The illustrations are the image reproduction of language, and the language is the rational expression of the illustrations. For example, when practicing the sentence pattern?What is it like? the teacher can show a picture in which two children are conversing and one of them is holding a long, blue pencil. Ask the students to make up a conversation based on the picture. Students will use what they have learned to make up various dialogues. Conversely, students can be asked to draw pictures based on a piece of dialog or a small short text.
Third, innovation in group work. Teachers can take the method of group cooperation in teaching, so that students can use their brains, hands and mouth in cooperation. Through group learning, to love to move, love to play the elementary school students to provide an independent participation in the performance of the opportunity, and so that the students to expand the thinking, improve the ability to innovate.
Fourth, the use of modern teaching methods to stimulate students' interest in learning
First, the use of a variety of teaching media, stimulate? Live? Textbooks, so that students can more easily understand and accept. The use of electronic teaching equipment such as TV, VCD, computer, video, etc., so that the textbook? Live? Up, move up, image up, sound, let? Live? The textbooks shocked students' minds, develop students' intelligence, and cultivate students' creativity.
Second, pay attention to the student's main position, carry forward the teaching of democracy, create a harmonious atmosphere, enhance the students' sense of participation, so that students in the classroom? The first is to make the students' lives more active.
Secondly, we emphasize the students' main position in teaching.
First, to induce learning motivation, stimulate learning interest. Students' learning activities are always caused by a certain learning motivation, only when students like to learn, learning, there is an urgent desire to learn, in order to consciously and actively involved in learning activities. Secondly, it builds up students' self-confidence and courage and enhances their sense of participation. The teaching of English is characterized by giving full play to its language function and the art of conversation, which requires all the active participation, overcoming the shyness to speak and actively carrying out language communication activities. Thirdly, promote democracy, create a harmonious atmosphere and let students move. Psychologists tell us that love of movement is the nature of children. Will? Move in the middle school, learning to move? Organic combination, so that students move the brain, mouth, eyes, ears, hands and expression, to the best psychological state into the study.
V. Cultivate good learning habits
(a) good listening habits. The first is to listen carefully to the pronunciation of the demonstration, and then imitate it after hearing it clearly. Learning English starts with "listening". The first thing you need to do is to listen to the words. It is the first step in the process of learning English. The first thing you need to do is to listen to what you are saying. Without listening, you will not be able to speak English. Without listening, there is no way to imitate. Without listening, there is no way to imitate. Speaking. Only hear clearly, listen to understand, in order to say accurate, say good.
(ii) Good speaking habits. Requirements to speak English boldly, moderate volume, generous instrument. Actively participating in language practice activities and speaking English boldly are necessary for English learning.
(c) good writing habits. Requirements for writing posture, correct method, italicized running script standardized writing, correct size and capitalization, stroke order, punctuation and format. Teachers should continue to work tirelessly to grasp the words, sentences, paragraphs, the writing and punctuation of the correct use of English writing standards, so that students develop good writing habits.
Sixth, play the role of conversational performance
Bring performance into the classroom or often in the classroom sentences, dialogues, texts into a short play, let the students perform, turn the podium into a stage, the students are the actors, the teacher is the director, or teachers and students **** with the performance. Try to let the students to learn the content, according to the set scenario structure performance, to do the combination of voice and emotion, so that students get a lot of opportunities to hear and listen. Do a good job of conversational performance teachers should pay attention to four points: 1. To allow students to imitate the voice, intonation in the original soundtrack. 2. Teachers lead the reading voice, intonation should be emotionally charged, to the character of each role, the characteristics of the character to the fullest extent of the performance. 3. With the development of the plot, there should be realistic expression and apt action, so that the students have a sense of presence. 4. To do some simple props, such as headdresses; try to make the students more real sense of realism when they are performing. The students will have a better sense of reality when they perform.
References
[1] Hu Chundong, Zhang Sizhong. The Difference between Pedagogy and Communicative Approach (up and down). Foreign Language Teaching Methods in Primary and Secondary Schools, 1996
[2]Zhang Zhengdong. A New Treatise on Foreign Language Teaching Techniques. Science Press, 1999
[3]Jia Guanjie. Psychology of Foreign Language Education. Guangxi Education Press, 2003
[4]Li Yang. Crazy English. Spoken Language Teaching
[5]Wu Xuefeng. How to Teach the New Curriculum. Shenyang Publishing House, 2002
[6]Strategies for improving the quality of English teaching in rural elementary school. Basic Education Research.2006/02, China Journal Full Text Database
[7]Worries and Thoughts on English Teaching in Rural Primary Schools. Hunan Education. 2004/19, Chinese Journal Full Text Database
[8] Some practices of English teaching in rural elementary school. Jilin Education.2005/04, Chinese Journal Full Text Database
[9] Overcoming difficulties and improving English teaching in rural elementary school. Tianjin Education.1999/10, China Journal Full Text Database
Primary School English Education Thesis III
The Use of English Games in Primary School English Education
I. Characteristics of Primary School English Game Teaching
(a) Competitive nature of the game
The game teaching is generally competitive, and students can compete with each other and learn from each other, so as to recognize their own learning deficiencies and find more scientific learning methods to improve their English learning level. Teachers can use competition in English games to enhance students' motivation to participate in the game and to master more English knowledge in the game, so as to achieve the goal of game classroom teaching. For example, teachers can use the game of English vocabulary solitaire to increase students' vocabulary reserves, so that they can learn more English vocabulary, and enjoy the joy of memorizing vocabulary in the game competition to meet the English learning needs of different primary school students.
(II) Pleasantness of games
Games can bring happiness to people, so they have a certain pleasantness. Elementary school students, who are generally curious about things around them, like to learn relevant knowledge in games, so English teachers can seize this psychological characteristic of children and develop effective game teaching methods to enhance students' interest in English learning. For example, when teachers explain words such as ?pencil?, ?ruler?, ?pen? and so on, they can adopt the game of stage performance, let the students play these things, and then carry out the corresponding dialogues, so that the students can improve their English oral expression ability during the game, and at the same time, they can also make them feel the fun brought by the game. In such a teaching can make the elementary school English classroom richer, inspire children to participate in the English classroom game enthusiasm, so as to learn more English knowledge, and ultimately to achieve the elementary school English game teaching goals.
(C) The methodological nature of the game
Primary school English teachers should master certain methods when teaching games so that they can meet the English learning needs of different students and improve their knowledge of English. Teachers. In the teaching process need to understand the psychology of the students, can use flexible methods to realize the relevant teaching, but also have a high level of language skills, can be in the classroom to seize the children's interests, from the students' point of view, so that their classroom content is more rich and diverse. Students in the English game, but also to master a certain method, with the teacher and other students to complete the game, in the game to enjoy the joy of English.
Second, the application of English games in elementary school English teaching methods
(a) do a good job of English game class preparation
Teachers in the English game teaching, first of all, should do a good job of preparation, so that the classroom efficiency is higher, the teacher can also deal with the game process of emergencies in a timely manner, so as to achieve the goal of classroom teaching. The game classroom setting will involve more content, so teachers need to do a good job of preparation, which can not only ensure the quality of classroom teaching, but also can drive students to participate in the game enthusiasm, to help students find English learning methods. In preparation, teachers should understand the knowledge level of primary school students, but also to grasp their knowledge acceptance ability, and targeted development of game teaching strategies to meet the learning needs of different students. In the preparation of the game, teachers should also actively look for materials from life, so that English is closer to the students' lives.
(2) Develop a game that better meets the needs of elementary school students
Primary school students are quicker to accept new things, and teachers should develop a game that better meets the needs of their learning when teaching English, so that they can improve their knowledge of English and ultimately achieve the goals of elementary school English classroom teaching. To develop more in line with the game of elementary school students, first of all, teachers need to start from the English textbooks, combined with the teaching content to design a more reasonable game, such as in the explanation of the use of English prepositions, can be used to summarize Summarize the game way to let each student go to collect the use of a number of prepositions, and then we communicate with each other, **** with the summary, so as to deepen the impression of the use of prepositions to improve the teaching and learning of the English classroom. The teaching efficiency of English classroom can be improved. Secondly, teachers should combine the characteristics of the English course with the game design, which can be divided into different stages, from simple to difficult, gradually advancing, making the classroom knowledge more organized and reducing the difficulty of students' English learning. Finally, teachers should do a good job of communicating with students, timely understanding of the students' English learning situation, and then develop a more suitable game to improve students' English knowledge and meet the students' actual learning needs.
(C) Create appropriate game teaching scenarios
When teaching games, teachers should create appropriate teaching scenarios for students, so that students can better recognize and learn English knowledge through the scenarios, and reduce the difficulty of their English learning. When creating game scenarios for students, the teacher can take into account the actual situation, for example, when learning the words about fruit, the teacher can show students some actual fruits, and then let the students simulate the shopping mall to ask for the price and sell the fruits.
(4) Enriching the forms of extracurricular activities
To ensure the quality of game classroom teaching, elementary school English teachers also need to enrich the forms of extracurricular activities in English, and guide the students to recognize the importance of English knowledge and actively practice it in the classroom, so as to enhance the efficiency of their English learning. Most of the primary school students lack English learning environment in the classroom, which makes their English application ability poor and easy to appear? Dumb English? In such a situation, teachers should have to enrich the form of students' English extracurricular activities, so that students have a better learning environment in order to achieve the goals of English teaching and to meet the actual learning needs of students.
Third, the conclusion
In summary, elementary school English teachers should be in the teaching of games into it, so as to enrich the content of the English classroom, so that elementary school students feel the charm of English knowledge, so as to improve the enthusiasm of learning English. Teachers in the game teaching process need to master a more scientific method, strengthen communication with students, from the perspective of primary school students, so that the game is more lively and interesting, but also can reduce the difficulty of children learning English. Therefore, in the future English classroom, teachers should do a good job of game teaching preparation, give students more learning space, to meet the actual learning needs of primary school students.
References:
[1]Xie Xiaojie. Analysis of the application of educational games in elementary school English teaching[J]. School Weekly,2013,02:161.
[2]You Nan. Research on the application of games in elementary school English teaching classroom practice[J]. Talent,2014,30:54~55.