Research On Teaching Strategies Of “Story Time” In English Textbooks Of PEP Version

Compulsory Education English Curriculum Standards(2022)emphasizes the teaching concept of in-depth discourse study based on thematic meaning exploration.Story time is designed in last part of each unit of the Elementary School English textbook for PEP(for Grade 3 starting).On the one hand,as one of the core parts of the unit,Story time is closely linked to the unit theme.Students can rely on the theme in the learning process of Story time to expand the use of language,penetrate the learning strategies of reading story,and make the teaching of Story time more practical.On the other hand,as the only story discourse in the unit,Story time has the characteristics of containing cultural connotations and rich emotions,which have a great effect on stimulating students’ interest in English learning,cultivating students’ cultural awareness,promote thinking development,and contribute to the formation of correct values.Combined with the main viewpoints of the Whole Language Teaching Theory,through the analysis of the text characteristics of the Story time and the grasp of the key and difficult points,the teaching steps are summarized as the whole perception of the story--the whole understanding of the story--the whole transfer of the story,which provides theoretical support for the subsequent video coding.In order to carry out qualitative analysis on the teaching of Story time,18 teaching courses related to Story time are selected on the platform of One teacher,One Excellent Course,and video coding analysis is carried out on them,supplemented by interviews and classroom observation,so as to deepen the grasp of the teaching status of Story time.Then,from the analysis of the teaching activities in three different links: perception story,understanding story and transfer story,it is found that teachers have accumulated rich practical experience in teaching Story time.First,teachers create real story situations according to the theme of the story,so that students can perceive the story;secondly,teachers mainly inspires and induces the students to capture the key information in the story and clarify the story context by setting descriptive questions.Thirdly,teachers take the group as the unit to let the students transfer the value of the story and experience the connotation of the story in real activities.Based on the theory of Whole Language Teaching,emphasizes the orientation of teachers to create real situations,develop language skills and communicate output in teaching,as well as the requirements of Story teaching in Curriculum Standards.At the same time,the teaching strategies of Story time are summarized by combining video analysis,classroom observation and interviews and other materials.First of all,find out the starting point of the Story theme,from the actual life of students,in-depth cultural background of the story,around the three aspects of the story unit theme,activate students’ existing language schema,stimulate students’ interest in story learning,cultivate students’ ability to predict the development of story plot,which is the starting point of the Story time section teaching;Secondly,focusing on the link points of the story context,teachers based on the specific situation of students,with the help of story illustrations,question support and visualization tools,"questions" promote "thinking",help students to understand the story content and clarify the story logic;Finally,rooted in the story connotation of the foothold,through the students’ performance of the story,creation of the story,value judgment and other difficult level of activities,promote the story connotation transfer,to achieve the goal of education.