The Training Experiment And Discussions Of Microteaching And Pirmary And Middle English Teaching Skills

Microteaching is a method for training teacher to grasp teaching skills inclassroom. At the beginning of the1980s,microteaching came within the vision range ofChinese, and developed with leaps and bounds. With its theoretical and methodologicaladvantages, it meets the demand of teacher education development in China. It absorbsideas such as designing teaching activities, classifying teaching skills, analyzing,discussing and evaluating teaching effect. Microteaching simplifies compiles teachingprocess into teaching skills which are practiced in the training one by one.As to primary and middle English teaching, teachers should be skilled inorganizing and controlling the activities and resorting to teaching aids. It is far fromenough for them to teach only by their stock of knowledge but without teaching skills.However, it its the skills that many teachers, especially those newly graduated, is weakin, For this reason, the training aimed to the development of English teaching skills isextremely urgent.In the search for effective training methods to improve primary and middle Englishteachers’ teaching skills, the author looks to microteaching during which the skill oflead-in, questioning, instruction language, activity designing and organizing, variability,strengthening, closure, and using instructional media are practiced and improved. Andthe use of classroom design of microteaching theory for English teachers in primary andmiddle schools are scientific and effective adjustment and improvement. With the newstandard as the basis, The training on the primary and middle school teachers ofChengdu City, Wuhou District was put forward according to the designedmicroteaching system so as to confirm its effect and make it more available.The experiment includes three steps—pre-text, training and post-test. During thetraining step, students’ learning consists four phases: to cognize and understandmicroteaching; to learn and write lesson plan; to play teacher role and evaluate in group;to review and amend. After the thirty class time of training, the author administrated thepost-test as the pre-test did, gaining data of the assessment. By comparison the results, as well as resorting to the questionnaire and interview, the findings were worked out. Itwas found that the designed microteaching training was really an effective and efficientway to train prospective English teachers’ teaching skills and the training model isreasonable, In short, the study contributes to the issues about how to make the primaryand middle English teacher training more completed, more logical, more suitable inmodemaizen world, and about how to equip prospective teachers with professionalskills.