A Study On The Current Situation And Application Strategies Of English Story Teaching In Senior Primary Schools

English,as one of the official languages of the United Nations,plays an important role in international communication.Most schools in China take English as the second language for students to learn,but because of the big difference between English language habits and Chinese,it is difficult for primary school students to master it.English Curriculum Standards for Compulsory Education(2022 edition)clearly states that English courses should cultivate students’ core qualities.With interesting situations,distinct characters and complete plots,English stories can satisfy the curiosity and thirst for knowledge of primary school students,fully arouse children’s interest,and promote the development of their language ability,cultural awareness,quality of thinking and learning ability.The research on English story teaching in primary schools began in2005,developed slowly for a period of time,and steadily increased until 2011.It is still widely concerned by front-line teachers and researchers.In order to have a preliminary understanding of the existing research on English story teaching in primary schools,this paper firstly combs the relevant literature,covering the connotation,model and strategy of English story teaching in primary schools.This study mainly adopts text analysis,literature analysis,questionnaire survey and interview methods to conduct in-depth analysis and research investigation on the Story time in PEP English textbooks,6 senior English teachers in the school where they practice,and 204 students in 4 classes where they practice.Textbook analysis mainly focuses on the content,form and quantity of Story time.The questionnaire survey mainly focuses on students’ learning ability,language ability,thinking quality,cultural awareness and students’ intuitive feeling of teachers’ teaching design.The setting of these dimensions closely revolves around the goals of the fifth and sixth grade students’ English learning that need to be achieved in the New Curriculum Standard.In this regard,from the perspective of theory and practice,this paper studies the teaching of English stories at the present stage from the aspects of teachers’ teaching and students’ learning,striving to study the overall scientific and credibility,and draws relevant conclusions.For example,the PEP version of English textbooks is not rich enough in content form.There are deficiencies in teachers’ teaching design;Students lack deep thinking and so on.This paper first analyzes the causes of the existing problems,and then puts forward targeted application strategies based on the causes,such as integrating resources inside and outside the class,changing teachers’ teaching ideas and attaching importance to building students’ cross-cultural awareness,and finally analyzes the prospect of the future of English story teaching in primary schools.