A Survey On Effective English Classroom Teaching In Rural Junior High Schools In Henan Province

Effective teaching of English classrooms in rural junior high schools refers to the effective teaching of English teachers in rural junior high schools.The improvement of English classroom teaching effectiveness is the top priority in the development of rural education.However,there are few studies on the effective teaching of English classrooms in rural junior high schools.Therefore,this paper takes effective English classroom teaching in rural junior middle schools as the research theme.The purpose is to find the current situation and specific problems of English classroom teaching through the investigation and analysis of the effectiveness of English classrooms in rural junior middle schools and put forward improvement suggestions for these problems to improve the teaching quality of English classroom teaching in rural junior high schools and facilitate the development of rural education.Based on classroom teaching evaluation theory and effective classroom teaching standards,this study conducts a questionnaire survey on 32 rural English teachers and 260eighth-grade students in 5 rural junior high schools in the central,east,west,north,south,and central parts of Henan Province in order to make the survey results more representative.Besides,sampling interviews are conducted in groups with significant problems in the research subjects.The compilation of questionnaires is mainly based on the effective classroom teaching standards proposed by Professor Sun Yaling,which include five dimensions: teaching objectives,teaching ability,teaching activities,teaching feedback,and teaching organization and management.This paper mainly studies three problems.（1）What is the result of the overall analysis of effective English classroom teaching?（2）What are the group analysis results by regions,educational levels,and teaching ages?（3）In terms of the questionnaire survey findings,is there any problem with the English classroom teaching in rural junior high schools,and if so,what are the causes?The results show that:（1）The overall practical English classroom teaching in rural junior high schools is effective;（2）There are significant differences in effective English classroom teaching among rural junior middle school English teachers in different regions.The effectiveness of English classroom teaching in higher-income regions is higher than that in lower-income regions;（3）There are significant differences in effective English classroom teaching among rural junior high school English teachers of different teaching ages.The classroom teaching of teachers with teaching experience of 5 to 10 years is better than that of teachers with teaching experience over ten years,followed by teachers with teaching experience less than five years;（4）There is no significant difference in effective English classroom teaching among English teachers with different educational levels;（5）There are some problems in the effective teaching of English classrooms in rural junior high schools.The teaching objectives are too general and vague to be practiced and evaluated;the effectiveness of situational teaching is low;the effectiveness of classroom questioning is not high;the home-school communication is ineffective;the effectiveness of classroom feedback is low.Through group analysis,it is found that the groups with these problems are mainly rural junior high school English teachers with lower or higher teaching ages in regions with lower economic income.Through interviews with nine rural English teachers,it is found the main causes for the above problems.First,the low economic level leads to the scarcity of local English environment,the lack of local employment opportunities for parents,and the shortage of sufficient educational funds for the special training of English teachers.Second,the management system is improper,and the work is overload.Third,teachers with higher teaching age have outdated concepts and examination-oriented severe ideas.Fourth,teachers with low teaching age lack teaching experience and patience,and their teaching ability is weak.Based on the above findings,the author puts forward some suggestions.（1）Targeted training can be carried out to solve the problems of rural English teachers’ classroom teaching.（2）The workload system can be standardized and targeted measures can be conducted to reduce teachers’ work pressure.（3）Campus English environment can be created,and English activities can be held.（4）Teachers with higher teaching age should change their teaching concepts,pay attention to the design of teaching objectives,situational teaching,and home-school communication and comprehensively grasp classroom questioning and classroom feedback.（5）Novice English teachers should make full use of network resources and their efforts to improve their classroom teaching practice ability.The overall status of practical English teaching in junior high schools in Henan Province is good.But internal and external factors cause particular problems in English classroom teaching,which need to be solved by specific actions.