Problems in the teaching of English in primary schools

Abstract] There are difficulties in English teaching in rural primary schools, such as lack of environmental atmosphere, poor education and environment, backward teaching methods, teaching methods, and teaching equipment.

With the widespread emphasis on foreign languages, English has become an important subject in primary education. English teaching has also been introduced into the classrooms of rural primary schools. Many rural primary schools do not have professional English teachers, some have only a little knowledge of English, and a considerable number of them do not know English at all, all of which bring a lot of inconvenience to English teaching.

I was fortunate enough to become an English teacher in a rural primary school. Since teaching, I have experienced the hardships and dedication of rural teachers; Get in touch with children in rural areas and feel their simplicity and curiosity. Compared with the children in the city, the students here have a narrow vision and are closed to information.

As a result, students have a lot of difficulties in learning English.

1. Difficulties faced by English teaching in rural primary schools.

1.Rural children are more timid and timid to speak English.

Born and raised in rural primary schools, students are often more timid and restrained, not good at talking, lack self-confidence, and are afraid of being criticized by teachers and laughed at by teachers when they are young. Speaking is basically in a passive position.

2.Lack of an environment to learn English.

In the classroom, students rarely hear the English teacher's fluent spoken language, and they are generally only exposed to it two or three times a week for only 40 minutes each time, while the rest of the teachers teach in Chinese. And, for now.

1. The physical and mental characteristics of primary school students and the problems that are prone to occur in the classroom.

First of all, primary school students often only have "three minutes of heat" for learning, and their desire to learn is purely based on interest, and with the deepening of knowledge and the improvement of goals, students' interest in learning has a downward trend. In teaching, I found that 100% of the primary school students were very interested in English when they started learning English in the third grade, but after three years of studying, only about 40% of the students liked English very much. This problem is serious.

Secondly, the intentional attention of primary school students does not last long, and the phenomenon of inattentiveness, incorrectness, and incomplete understanding often occurs in learning. There are also some children who are timid in class, afraid of making mistakes, and dare not open their mouths to speak English, which restricts the progress and depth of learning English for primary school students to varying degrees.

2. Basic improvement measures for English classroom teaching in primary schools.

1.Focus on cultivating interests. Interest is the mother of learning, and the curiosity of primary school students starts from interest.

Good. 2.Focus on cultivating a sense of language. Elementary school students learn English to form a preliminary sense of language, and with a sense of language, they will be willing to participate and learn to communicate.

Therefore, in view of these two goals, teachers should focus on the following aspects in their daily teaching:

1) Pay attention to emotional teaching and stimulate the desire to learn.

2) Pay attention to situational teaching and create a learning atmosphere.

Example 1: Teaching WHO's

he/she?Show the color ** and ask the students to say who they are, and then divide the ** into two categories according to gender, and then let the students perceive the different uses of the two questions and learn them at the same time.

Example 2: Teach what is

it?In advance, students are asked to bring their own transportation toys into the classroom, such as bicycles, buses, toy airplanes, etc., and hold a "small exhibition", in which students are both visitors and docents.

3) Pay attention to oral teaching and cultivate communicative skills. Make full use of English names, English songs, children's songs, tongue twisters, slips, riddles, etc., to give primary school students the opportunity to be infected with language.

Primary school is the beginning of learning English. A good start is essential for students to enjoy learning and lay a good foundation for further learning English. In order to achieve this, teachers must understand the physical and mental development characteristics of primary school students, and take targeted measures to summarize the courseware and exercises of each grade of primary school, so as to achieve the goal of improving teaching step by step.

There are vocabulary problems in the teaching of English. When teaching new vocabulary, teachers usually describe its usage in detail, but little attention is paid to teaching students how to correctly memorize different types of vocabulary. The students spent a lot of time copying and writing down repetitive mechanical operations, but there was little progress in their learning.

Students pay more attention to their own original meaning when understanding vocabulary, and do not understand it in sentences and articles.

Initiatives to address this issue, such as: Applying classroom mini-game strategies to develop students' motivation for vocabulary learning. Literacy and simple memory vocabulary teaching strategies alone are difficult to motivate students.

In addition, the efficiency of students' memorization of vocabulary is studied according to the semantic field strategy, which refers to the categorical learning of learned vocabulary according to the discussion of a certain topic.

Children may not understand. Economic development is uneven. After all, there are plenty of job opportunities in big cities and big counties.

Many parents need to find work in areas that are financially sound. In this way, children follow their parents to study in cities and counties, resulting in insufficient educational resources in cities and counties, and the problem is that it is difficult to evaluate professional titles, and the phenomenon of arbitrary evaluation of professional titles is serious. Those who are not teaching on the front lines can be evaluated for senior titles.

For those who have been teaching in remote villages for decades, this is not possible.

Who will promote positive energy? Should we thoroughly investigate and severely punish those who have not taught for more than 30 consecutive years, who have been awarded the title of deputy senior and who have stolen state financial resources? The main problem is the lack of teachers, which is due to the reluctance of urban teachers to teach in rural areas.

Local teachers teach mainly in rural areas. It's hard, but you're limited in what you can do. Moreover, the treatment of teachers has not been implemented, and some have been postponed again and again, which has seriously affected the enthusiasm of teachers.

There is a significant loss of students. With the deepening of urbanization, young people in rural areas rarely live and work in rural areas. The large number of young people moving into cities has led to a large number of children studying in cities.

Even if parents live or work in rural areas, teachers are the foundation of education due to the relatively poor quality of education in rural schools. In order to solve the problem of education in rural areas, it is necessary to solve the problem of the welfare of rural teachers, so that teachers can easily take root in rural schools. This is the main measure and political condition for the maintenance of excellent teachers in rural schools.

The student structure is complex, it is a rural primary and secondary school, and you do not have the right to choose students. When you are a student, you have to be put aside, and some disobedient students are afraid to manage in any way. Especially high school students, because they are in adolescence, have the urge to stop reading at any time, and if they are strict, they will not study.

At present, the biggest problem in high school and rural education is the lack of teachers, especially after the enrollment of urban management schools, the best teachers have basically been transferred to the cities, leaving some old, weak, sick and disabled students in other places, and students are unwilling to study. The vicious circle is intensifying.

The social environment, market economy, and the Internet are constantly impacting the pure land of the campus, the number of students with "problem themes" is increasing, and campus violence incidents occur from time to time, and today's students are not easy to manage. We should love them, solve their learning and life problems in a timely manner, understand their hearts, help them solve difficulties, and communicate with them.

The current situation and existing problems of English teaching are described as follows:

Teaching status: 1. The English teaching objectives lack the characteristics of higher vocational colleges.

At present, the English syllabus of many vocational colleges attaches too much importance to the accumulation of basic language knowledge, which leads to the serious neglect of the cultivation of students' practical English use and practical communication. In addition, although some English teaching plans will be biased towards practical education to a certain extent, there is often a phenomenon that is too utilitarian in actual teaching, and then it enters into the teaching misunderstanding that is easy to be ignored in terms of students' personality formation and thinking ability expansion.

2. Lack of practical English curriculum.

At this stage, many vocational colleges in China tend to focus on comprehensive English aspects such as listening, speaking, reading and writing in the English curriculum, but the actual situation is often more focused on the teaching of English reading and writing, and seriously neglect the English teaching in listening, speaking, etc., and the higher vocational colleges often ignore the teaching practicability when teaching English.

Improvement measures: 1. Formulate teaching objectives that are in line with the actual situation of the higher vocational colleges.

Higher vocational English teaching should focus on the professional application of English language, and the improvement of students' language practice ability should be placed in the first place in teaching work. On the premise of cultivating students' basic English skills such as listening, speaking, reading and writing, it focuses on cultivating students' English mathematical and physical skills and future career application skills, including written and oral expression skills, reading English materials or preliminary translation of English materials.

2. Clarify the career development needs of students and update the teaching content.

Due to the particularity of the situation of students in higher vocational colleges, it is necessary to pay more attention to the cultivation of students' workplace English language ability, highlight the practicality of English, and take the students' career development needs as the teaching goal, build an English curriculum system and update the English teaching content.