A Survey On The Current Situation Of Chinese Teachers' Selection Of Teaching Methods In Rural Primary Schools

Since the 21 st century,a new round of basic education reform has been further implemented in China.The new curriculum reform advocates teachers to cultivate students’ innovative spirit,practical ability,scientific and humanistic literacy in teaching,and to change the status quo of traditional classroom teaching which over-emphasis on receptive learning,rote memorization and mechanical training.The transformation of students’ learning styles is one of the key points of this curriculum reform.The way students learn is influenced by the way teachers teach.To achieve changes in students’ learning styles,teachers need to change their previous single,rigid teaching style in order to drive students to change their learning styles.As a fundamental subject,the choice of language teachers’ teaching style is of great significance to the transformation of students’ learning styles.Therefore,it is of great theoretical and practical significance to study whether the teaching styles of language teachers in rural primary schools are chosen scientifically and how to promote changes in teachers’ teaching styles in order to transform students’ learning styles.This study adopts a combination of quantitative and qualitative research methods.It takes language teachers and students from four township primary schools in J City as the survey objects,and comprehensively uses literature analysis,questionnaire surveys,interviews and classroom observation methods to teach language teachers in rural primary schools.The study found that teachers’ questionnaires had high mean scores for teachers’ choice of didactic,independent,collaborative and inquiry teaching styles,with the highest mean scores for didactic teaching styles.And there is a significant difference in teachers’ choice of inquiry-based teaching styles in terms of teaching age.Students reported higher mean scores on the student questionnaire for teachers’ choice of didactic teaching styles and lower mean scores for independent,collaborative and inquiry teaching styles.Combining the interview transcripts and classroom observations,the study concludes that: firstly,teachers generally choose lecture-based teaching styles in their teaching,with a single choice of teaching styles;secondly,teachers rarely choose independent,collaborative and inquiry teaching styles in their teaching;thirdly,teachers intentionally choose non-lecture-based teaching styles to cover up their lack of educational reform philosophy;lastly,there are significant differences in teachers’ choice of inquiry-based teaching styles in their teaching in terms of teaching age.To sum up,the following problems exist in the choice of language teachers’ teaching styles in most rural primary schools: traditional lecturing and teaching mindset of rural primary school language teachers solidified,the choice of multiple teaching methods is formalized,whitewashes and conceals the actual problems of teaching;the difficulties of rural primary school students in adapting to new ways of teaching and learning in the language classroom;schools hinder changes in the way language teachers teach in the classroom.Based on this,this study makes recommendations for improvement at four levels: teachers,students,schools and society.Firstly,teachers should establish modern educational concepts and actively participate in training and learning;reflect on the choice of teaching styles s and strive to the reality of language teaching;guide students to participate in learning and improve the efficiency of language teaching.Secondly,students should try to develop independent learning habits and actively participate in language classroom teaching activities;actively cooperate with teachers in teaching and try to adapt to new language teaching methods.Thirdly,schools should strengthen language teachers’ professional training and encourage them to reform;establish a teacher supervision mechanism and conduct multiple evidence-seeking;enrich rural teachers and improve language teaching conditions;and achieving effective home-school cooperation.Finally,society should strengthen education reform guidance,improve the rural primary school language teachers teaching mode reform concept;strengthen guidance from education departments and offer training courses on teaching methods for language teachers in rural primary schools.