A Case Study Of The Implementation Effect Of School

English phonetic knowledge has always been one of the key contents of English teaching.However,during the transition from primary school to junior high school,there will be a knowledge gap in phonetic teaching,and the difficulty of English phonetic knowledge will rise abruptly.At the beginning of junior high school,many teachers do not pay attention to the teaching of English phonetics due to the limited teaching time and the lack of phonetic knowledge in English examinations.So,students do not really master the phonetic knowledge.They don’t know how to use phonetic knowledge to help them read and spell the words correctly.Their English reading skills are weak and their self-confidence of English learning is not strong.So,this study attempts to explore the development of school-based teaching materials to improve the current situation of English phonetics teaching.This study takes Fuhe Branch of Chengdu Railway School as an example.According to the actual situation of the school and the problems in phonetic teaching,this paper studies the development and implementation effect of English phonetics school-based teaching materials during the transition from primary school to junior high school.The problems this study wants to explore are as follows: What is the content of English phonetics school-based teaching materials during the transition stage between primary and junior high school?And how is the implementation effect?This study is guided by constructivist learning theory,input hypothesis and output hypothesis.Experimental method,interview method and action research method were used in this study.First of all,before the development of school-based curriculum,this study analyzed the main problems of English phonetics teaching during the transition stage between primary and junior high school.Students’ learning needs of English phonetics,teachers’ teaching needs of English phonetics and present teaching materials were also analyzed.Secondly,according to the results of the previous analysis,the guiding ideology and basic principles of the development of school-based phonetic textbooks were determined,and a project team was established to complete the specific development of school-based phonetic textbooks.After that,an experimental control group was set up in the sixth grade of Fuhe Branch of Chengdu Railway School to carry out school-based curriculum teaching.At the end of the experiment,this study analyzed the results of the English test of the experimental class and the control class.The interview results of students and teachers were analyzed as well.The research results are as follows: First,the specific development content of the school-based English phonetics textbook during the transition stage between primary and junior high school is The Manual of Introduction to Phonetics Training.This book consists of three units and 19 classes.The main content of the first unit is the recognition and pronunciation of 48 phonemes;the second unit is about reading words according to phonetic symbols;the third unit is about pronunciation rules.There are four parts in each class: Section A Phonetic Knowledge;Section B Training;Section C Game Time;Section D Homework.The last class of each unit is the test part.Second,this school-based textbook of English phonetics(1)are beneficial to the improvement of students’ English level;(2)enriches the school curriculum resources;(3)enhances teachers’ awareness of teaching materials and curriculum,and is beneficial to teachers’ professional development.Finally,this school-based phonetic teaching material should be further adjusted,revised and optimized according to the feedback of students and teachers.The application of this textbook gives some enlightenment.First,about the understanding of school-based curriculum and school-based teaching materials,the school should try to create its own characteristics,enrich its curriculum and solve some practical teaching problems through the construction of school-based curriculum.The school also need to make up for the shortcomings of existing teaching materials and highlight the local characteristics through the development of school-based teaching materials.Second,about the development of school-based textbooks,the development of school-based textbooks should follow certain guiding ideology and basic principles.By doing preliminary investigation,the school-based textbooks can be more targeted,and the teaching problems can be effectively solved.So,the school-based textbooks can play a complementary role and enrich the existing textbooks.Third,schools should vigorously support the construction of school-based curriculum,encourage teachers to compile school-based teaching materials,strengthen the training of teachers and increase regional cooperation.Fourth,teachers should strengthen theoretical learning,improve their own ability,and try to be the researchers and practitioners of teaching.