A Study On The Present Situation Of English Teachers’ Classroom Activities In Primary Schools

The professional standards for Primary School Teachers(for Trial Implementation)promulgated by the Ministry of Education in 2012 clearly states that,"teachers should use flexible and diverse assessments of students’ responses in the teaching process,giving pupils rich and targeted feedback and guidance," said Ministry of Education of the People’s Republic of China.professional standards for primary school teachers.Beijing Normal University press,2012.In the classroom teaching,most of the answers are embodied in the teacher’s rational answer behavior in the process of classroom teaching.The so-called rational answer refers to the teacher’s feedback of understanding and analyzing the students’ answers in the classroom teaching.The intelligent and effective rational answer in the classroom can stimulate students’ curiosity and cultivate students’ good study habits,it can effectively improve students’ learning efficiency and teachers’ teaching efficiency,so as to optimize the classroom teaching effect.The classroom answer to the teacher’s classroom teaching plays a positive role in promoting.It is of great practical significance for the realization of the above-mentioned teaching requirements in the outline of curriculum reform.However,in the current classroom teaching of English in primary schools,the results of classroom reasoning and answering are not satisfactory,which is mainly due to the students’ individual efforts in learning English and other abilities,however,teachers do not give students effective,intelligent classroom reasoning is the main reason for the poor results of classroom questions.In recent years,many scholars have carried out a lot of research on classroom instruction for Primary School English teachers,and have made a lot of research results.Based on the theories of Constructivism,interactive education,Theory of multiple intelligences and dialogue teaching,this research focuses on the study of classroom theory of Primary School English teachers,in the course of the research,the present situation of English teachers in Grade 5 and Grade 6 of Yanji B Primary School is studied by using the methods of Literature Research,classroom observation and interview.The purpose of this paper is to reveal the current situation and influencing factors of English teachers in primary schools,and to put forward some pertinent suggestions for improving English teachers in primary schools,enrich the relevant theoretical research of Chinese scholars on English teachers’ classroom reasoning and answering.The research mainly focuses on the following three aspects:(1)The research on the problems existing in the classroom activities of primary English teachers;(2)The research on the causes of the problems existing in the classroom activities of primary English teachers;(3)A study on the strategies of improving primary school English teachers’ classroom reasoning and answering ability.The findings suggest:(1)The low English level of primary school students,teachers’ inflexible ability to cope with changes,and teachers’ lack of pertinent answers are the main reasons that lead to the single type of answers in primary school English class.(2)Teachers’ lack of understanding of students,lack of in-depth reading of teaching materials and lack of knowledge of classroom instruction are the main reasons for the high frequency of classroom instruction in primary schools.(3)Teachers’ low level of English language accomplishment and lack of self-reflection make the classroom language boring.(4)From the frequency of answering questions,the frequency of answering questions of primary school English teachers with higher seniority and those who graduated from English professional institutions was higher than that of teachers with lower seniority and those who graduated from non-english professional institutions.(5)According to the types of answers,teachers with more teaching experience have a single type of answers in class compared with teachers with less teaching experience,and teachers who have graduated from English-major institutions are more likely to have a single type of answers in class compared with those who have graduated from non-english-major institutions,the types of rational answer are more diversified.(6)From the perspective of rational and answer expressions,teachers with more teaching experience are more deficient in rational and answer expressions than teachers with less teaching experience,and teachers who have graduated from English majors are more deficient in rational and answer expressions than those who have graduated from non-english majors,its rational answer language is more abundant.In view of the above conclusions,this paper puts forward the following four suggestions:(1)Teachers should broaden the perspective of answer,so as to enrich the types of answer.(2)Teachers should reasonably anticipate the learning situation in order to enhance the effectiveness of teachers’ classroom reasoning and answering.(3)Teachers should optimize the phraseology so as to create a good classroom environment for answering questions.(4)Teachers should strengthen their reflective skills so as to enhance their ability to answer questions in class.