The Investigation And Researchon English Story Teaching In Primary School

Since English teaching in primary schools has been carried out nationwide for 20 years,more attention has been paid to vocabulary teaching,dialogue teaching and phonetic grammar teaching,but not story teaching.The "English Curriculum Standard" focuses on cultivating students’ comprehensive language ability,which puts forward higher requirements for English teaching and unprecedented challenges for teachers."Story time",translated as "story time" in Chinese,is a teaching section of the new version of PEP English textbooks.This study investigates the current situation of English teachers’ teaching and primary school students’ learning in the current "Story time" teaching.The study takes 12 schools in Fengnan of Hebei Tangshan as an example,with some English teachers and pupils in grade three of primary school as the research objects,including 32 teachers and 1458 pupils,using literature method,questionnaire method,interview method and observational method.Through the survey results,the following research conclusions are drawn: First,the overall status of "Story time" teaching of English teachers in the grade three of primary schools in Fengnan is relatively good;Teaching is better,and there are statistically significant differences;in addition,there are significant differences in some dimensions of "Story time" teaching between teachers of different ages.Second,the overall situation of "Story time" learning of third-grade primary school students in Fengnan is relatively optimistic;students in urban areas and students from schools with good school conditions in the same area have better "Story time" learning,and there is a statistically significant difference.;in addition,girls are better than boys in the three dimensions of interest in "Story time" learning,ability and habit of "Story time" learning;students who have participated in English tutoring are more interested and able to learn "Story time" than boys.Students who did not participate;students with English scores in the 90-100 grades did better in "Story time".Third,the teaching design and implementation of English "Story time" in primary schools is relatively optimistic,but the teaching lacks diversity and creativity.Finally,put forward suggestions for English "Story time" teaching in primary schools: from the school level,reduce teachers’ non-teaching tasks,appropriately increase English class hours,pay attention to English teacher training and teaching and research activities,and regularly organize "Story time"-related learning achievements display;From the teacher’s level,correct the teachers’ "Story time" teaching attitude and improve the teachers’ "Story time" teaching ability;From the student level,strengthen the students’ ability to learn "Story time" and cultivate the good habits of students to learn "Story time" well.