Research On The Condition And Countermeasures Of Reticence In Rural Primary School Higher Grades English Class

Optimizing classroom interaction between teachers and students is a general consensus reached on quality education in the 21st century,and how to effectively carry out classroom interaction has become an important issue for all teachers in the new era.At the beginning of this century,under the background of new curriculum reform,English Curriculum Standards for Compulsory Education(2011 Edition)issued by Ministry of Education,emphasized that teachers should organize multiple forms of classroom interaction to create opportunities for students’language practice.In 2012,Professional Standards for Primary School Teachers(Trial)was formally put forward and directly stated that primary school teachers should take students as the main body,fully mobilize and give play to the initiative of primary school students.So in order to better implement the requirements of relevant policies for teachers,front-line primary school English teachers should actively adjust the form of classroom interaction and guide students to actively participate in various classroom activities.However,at present,there are many problems in the English classroom interaction of primary schools,and the phenomenon of classroom reticence is prominent,especially in rural primary school English classroom,if’s severely affects the smooth running of classroom activities and greatly reduces the quality of English classroom teaching.In addition,the research in the field of English classroom reticence mostly focuses on the phenomenon of reticence in college English classrooms.However,the problems related to rural primary schools’ English classroom reticence need to be explored and resolved urgently.In view of this,under the above four backgrounds,namely the times,policies,realities,and academics,with a title of "Research on the Condition and Countermeasures of Reticence in Rural Primary School Higher Grades English Class",the dissertation took child development theory,motivation theory,second language acquisition theory,interaction theory,and effective teaching theory as the theoretical foundation,using the literature research method,survey research method,interview research method and classroom observation research method.On the basis of measuring the current situation of English classroom reticence among 200 fifth and sixth grades primary school students,analyzes the factors affecting the reticence in higher English classes in rural primary schools,Suggestions on how to eliminate action reticence,thinking reticence,and emotional reticence in rural primary school higher grades English class.Research conclusion indicates:(1)The reticence phenomenon in higher English classes is more serious.The severity of the three dimensions is as follows:thinking reticence(3.72),emotional reticence(3.65),action reticence(3.53);(2)Action reticence is mainly manifested that low subjective willingness to actively speak and a weak sense of participation and interaction;(3)Thinking reticence is mainly manifested that lacking enthusiasm for thinking and concentration in classroom learning;(4)Emotional reticence is mainly manifested that lacking interactive initiative and negative attitude towards participation;(5)Teachers’ irrational classroom interaction design,lack of classroom questioning skills,and weak students’ English foundation are the main reasons for the reticence action of the participants;(6)Teachers’ imperfect classroom evaluation system,the lack of classroom interaction atmosphere,and the students’ inactive attitude towards English learning are the main reasons for the reticence thinking of the participants;(7)Teachers’ insufficient teaching organization ability,inadequate;classroom feedback skills,and insufficient motivation for students to learn English are the main reasons for the reticence emotional of the participants.Based on the above research conclusions,this article proposes the following targeted improvement suggestions from three aspects:action reticence,thinking reticence,and emotional reticence.First of all,in terms of action reticence,teachers must not only rationally design the interactive sections of the higher grades English classes,but also continuously enrich their English classroom questioning skills.In addition,teachers should gradually consolidate the English foundation of rural primary school higher grades students.Secondly,in terms of thinking reticence,teachers must not only actively improve the English classroom assessment system,but also vigorously create a good classroom interaction atmosphere.In addition,teachers should guide rural primary school higher grades students to change their English learning attitudes.Finally,in terms of emotional reticence,teachers must not only improve the overall English classroom teaching ability,but also gradually optimize classroom feedback skills.In addition,teachers should properly stimulate English learning motivation for higher grades students in rural primary school.