The Impact Study Of English Curriculum Resources On The Quality Of English Teaching In Rural Junior High Schools

An indisputable fact is that the imbalanced development of fundamental educationin China has existed for many years, which is typically reflected in the great distancebetween teaching qualities in urban and rural areas. Fairness is the foundation ofeducation and it concerns the sustainable development of the whole society. Thus, thereis a necessity to promote countryside’s education quality, including English teachingquality.English is one of the crucial subjects in our country’s primary education program.Research related to it is in abundance. So far, however, there are few studies on EnglishCurriculum Resources (ECR) with regard to English teaching quality in rural junior highschools. This study hence selects them as its research target and explores their influenceson the quality of rural English education. The research finds that factors affecting juniorEnglish teaching in rural areas are numerous, among which are ECR. As a source ofcurriculum elements, curriculum resources are the prerequisite for implementation of allcourses. They consist of teacher resources, material resources, as well as environmentand policy resources. The variety and pertinence of ECR have immediate impact onwhether English courses are carried out successfully or not.After literature review, theory exploration and case study, the author reaches theconclusion as follows. Firstly, the scarcity of ECR has severely hindered theimprovement of junior English teaching in rural schools. Secondly, different ECR havedifferent effects on rural English teaching, among which teacher resources are the mostcrucial ones. Thirdly, the variety and pertinence of material resources affect the qualitydirectly. Fourthly, environment and policy resources have an indirect effect on the qualityof English teaching.Therefore, this study gives suggestions as follows. Firstly, the governmentdepartment related and schools should highlight and have a sound plan for thedevelopment of ECR in junior high schools of countryside. Secondly, professionalknowledge of rural junior teachers must be improved and the validity of rural teachers’training must be enhanced. Besides, platforms, for the purpose of exchanges and cooperation, like learning community could be constructed. Thirdly, great emphasisshould be placed on the principles of "abundance" and "suitability", and on makingeffective use of material resources both inside and outside schools. Fourthly, schoolmanagement should provide supports for ECR development by strengthening investmentin funds, places and materials.