Investigation And Research On The Current Situation Of English Teaching In Rural Primary Schools

Education should focus on life.As an important idea of basic education curriculum reform,life-oriented teaching is especially suitable for language courses.English life-oriented teaching of primary school can give full play to the communicative function of language,for it helps students acquire language in real situations and improves students’ interests in English learning.Primary school English teaching emphasizes the close combination of English learning and daily life,which adds vigor and vitality to primary school English teaching.However,it has many problems in practical application,particularly in the broad rural primary school.English teaching often separate from the life of rural pupils,and runs counter to the idea of life-oriented teaching.Based on the collect,analysis and process of relevant research of domestic and foreign of English life-oriented teaching of rural primary school,the study chooses the most representative primary school English class for investigation and research through a combination of questionnaires,interviews and classroom observations.Based on Life Education Theory,Second Language Acquisition,Constructivism and English Curriculum Standards for Compulsory Education(2011edition),the study expounds the significance of the implementation of English life-oriented teaching of primary school.Questionnaire was mainly adopted in the study,and combining with interviews and classroom observation.By investigating the situation of English classroom in C primary school,which is the representatives of L city.Among them,the main subjects of the questionnaire were 3-6 grade teachers and students in C primary school.21 English teachers(including concurrently English teacher)and 300 students were randomly selected for the survey.The teachers’ questionnaire is based on four dimensions: teachers’ basic information,teachers’ understanding of English life-oriented teaching,teachers’ implantation of English life-oriented teaching and the school’s attitudes towards the English life-oriented teaching.The students’ questionnaire is based on four dimensions: students’ use of English knowledge,students’ favorite English teaching methods and students’ English learning.Influenced by the psychological maturity of primary school students and the research theme,10 English teachers(including concurrently English teacher)in C primary school were selected as the interviewee,The interview contents included four dimensions: teachers’ professional development,teachers’ understanding of English life-oriented teaching,teachers’ implementation of English life-oriented teaching and suggestions for implementation English life-oriented teaching.This paper analyzes the data obtained from the investigation and finds the following problems: the teaching goal is examination-oriented and far from the reality of rural students’ life;the teaching content is urbanized and divorced from rural life;the teaching method cannot aroused students’ participation and the teaching evaluation lacks pertinence and not in time.School,teacher and student are the main causes of these problems.To solve the problems,this thesis proposes corresponding improvement strategies from four aspects: establishing life-oriented teaching objections,exploring life-oriented teaching contents,adopting life-oriented teaching activities and implementing life-oriented teaching evaluation.