What are the problems in English classroom teaching in primary schools?

What are the problems in English classroom teaching in primary schools?

With the development of the times and the deepening of curriculum reform, English teaching in primary schools has been paid more and more attention, and has been developing continuously in exploration and practice. The majority of primary school English teachers are trying new teaching concepts and methods, and constantly pursuing high-quality English classes. At the same time, there are also some teaching behaviors that seem to conform to the requirements of curriculum reform and deviate from the concept of curriculum reform in essence, resulting in many inefficient or ineffective phenomena in classroom teaching, which deserves our reflection and reform.

First, the understanding of teaching materials is not thorough and the teaching objectives are inaccurate.

[Case] This is a teaching and research course on campus, and the teaching content is part A text teaching of Oxford primary school English 5AUnit3. For the teaching of Part A, it is usually taught in the second class. However, the teacher of this class tried to arrange the teaching of Part A in the first class. First, the teacher leads out the theme of hobbies with pictures that reflect his hobbies, and then use do you have any hobbies? Guide students to talk about their hobbies. Then, by showing photos of a group of friends, introduce his/her favorite third-person sentence pattern ... for teaching and practice, interspersed with six B-part phrases such as taking photos, collecting stamps, shopping, planting flowers, making model boats and making clothes, and summarize the grammar knowledge of the general present tense. The teacher thought that all the words in Part B phrases had been learned, so all the phrases were arranged in this class, but the result was unexpected. Although it is an old word, the reorganized phrase is new, so we should pay attention to the morphological changes (additions) in the application, which leads to a lot of time spent in the teaching of phrases and sentence patterns. When the text is presented, there are only ten minutes left. The teacher asked the students to read the cartoon of the text in a hurry and answered several questions about the text, so the teaching of Part A was sloppy.

[Analysis] The reason for the failure of this course lies in the inaccurate positioning of the teaching objectives of this course, the poor understanding of the teaching materials and the incorrect understanding of students' knowledge and ability. The teacher has no clear understanding of the course type and teaching objectives of this course. She wants students to master six phrases and key sentence patterns in this lesson. Do you have any hobbies? ... like ... Intense Neutron Generator (short for intense neutron generator) ... and ask students to understand the main content of the text, make clear the hobbies of various characters in the text, and be able to compose dialogues and perform. The content is so complicated that students can't eat or understand it at once, and the word and sentence patterns are not well mastered, so the text is not well understood, let alone improved.

[Countermeasures] Clear and clear teaching objectives can guide the implementation of effective classroom teaching. Each part of the textbook has different functions. A's function should be reading teaching. The purpose of reading teaching is to make students learn to predict, think and obtain information purposefully in English reading, and analyze, reason and judge it, so as to accurately understand the content and ideological significance of the article. As the first lesson, Part A contains a lot of contents. In this case, teachers should be clear about the teaching objectives of this class and choose among many knowledge points. The teaching objectives of this lesson can be positioned as: let students understand the main content of the text, sort out the hobbies of the characters in the text, learn the related vocabulary appearing in the text, master the sentence patterns of … like … and get a preliminary understanding of the sentence patterns of … like …. In teaching, teachers can use skimming, searching, intensive reading and filling in forms to guide students to perceive the text as a whole, understand the main idea of the text and obtain specific information. During this period, the words appearing in the teaching text are interspersed according to the context. Finally, students can retell the text according to the form and have a dialogue to exchange interest. Only in this way can we really train students' reading skills, cultivate students' reading ability and realize the three goals of reading teaching, namely: reading for fun; Reading information; Reading for language.

Therefore, when making teaching objectives, teachers must carefully study the teaching materials, grasp the design intent of each chapter of the teaching materials, make clear the key points and difficulties of teaching, design reasonable and effective teaching activities in combination with the actual situation of students, consider not only the goals of basic English knowledge and application ability, but also learning strategies and emotional goals, and at the same time, teachers should adjust teaching objectives in time.

Second, the activity design is flashy and lacks effectiveness.

[Case] In an English class in Grade Three, after teaching 3Unit3 fruit words, the teacher designed such an activity to consolidate the teaching content: the whole class was divided into 8 groups, and each group chose a fruit as the group name. Then each student in each group draws a fruit on the blackboard in turn and speaks the corresponding English. The team that finishes first wins. The teacher rewarded the fruit, and the winning students showed the prize "This is my apple/banana/orange ……" to the whole class. During the competition, students' interest was high and the atmosphere was unprecedented. The focus of the activity has become which group of students run fast and draw fast, while the reading and application of fruit words have been weakened.

[Analysis] In the above case, the teacher limited the purpose of the activity to the cultivation of students' interests, paid too much attention to the interest of the activity, neglected the effectiveness of the activity, and made the students lose control, which led to the activities becoming a mere formality and flashy, and the students' English ability could not be cultivated. In fact, we often encounter such situations in classroom teaching: before class, teachers spare no effort to carefully design interesting activities to attract students' interest; The students are walking around in the classroom, screaming and running, which is very lively. This kind of teaching order directly affects the teaching process of teachers, and the teaching links become a mere formality. Often, after a class, students are ignorant and lack of knowledge.

[Countermeasures] In English teaching in primary schools, activities are the main teaching form. Teachers' design activities can't just stay in the superficial activities of "living", "enjoying" and "playing". Design must be student-oriented and avoid activities for the sake of activities. Teachers should carefully design each language activity on the premise of following the students' language learning rules and the needs of different students' physical and mental development, according to the difficulty of the knowledge they have learned and the students' actual language level, so that the activity form can be linked with the teaching content and can serve the goal. The design of activities should consider the students' actual level and focus on the students' existing experience, so that the activities can be operated and students can apply what they have learned. The forms of activities should be diversified, but they should avoid disorder and be supported by language knowledge, so as to be vivid, orderly and effective. The arrangement of various activities should have levels and gradients to meet the different needs of students at various learning stages. Activities should be closely linked, so that students can naturally and gradually improve the integrity, correctness and fluency of the language, so that all activities can be organically linked under the goal, and students can be guided to achieve the teaching objectives in participating in the activities, thus improving the efficiency of classroom teaching.

Third, group cooperative learning is a mere formality, lacking guidance.

[Case] This is a "student-based" seminar. The teaching content is part E of Oxford Primary School English 6BUnit7 A letter. This is a letter from Tamia Liu to Peter. The teaching goal is to ask students to understand the content of the article, learn related words, phrases and sentences, understand the format of English letters, and write an English letter by themselves. The whole class is mainly divided into the following links: exchange new words by yourself, perceive the main content of the letter as a whole, read each paragraph of the letter carefully, learn the format of the English letter, discuss the content of the letter you want to write, and complete the English letter. Teachers mainly use group cooperative learning to carry out teaching, and each link and task requires students to discuss and communicate in groups. As a teacher, the author observed students' group activities and found that under the appearance of "excitement", in fact, a few students took the lead, most students watched, and some students drifted away.

[Analysis] Student-oriented education is a student-oriented education, designed for students' learning, and advocates group cooperative learning. In this kind of classroom, the purpose of teachers' group cooperative learning is to give full play to students' subjectivity and autonomy. However, because the class is borrowed, the class usually does not carry out group cooperative learning, and the teacher does not give relevant guidance before class. Therefore, there is a situation in each group that "good students speak and poor students listen", and there is no real cooperation and communication between students. At the same time, teachers are not careful enough to observe students' group activities, and can't find problems in group activities and solve them in time, which affects the effect of group cooperation activities.

[Countermeasures] One of the learning methods advocated by the new curriculum is cooperative learning, but cooperative learning can not be achieved simply by dividing students into study groups. Only through the guidance and long-term training of teachers can students carry out cooperative learning in the true sense. The first is reasonable grouping to ensure the balance between groups and the complementarity of differences among members within groups. Teachers let each student play different roles, such as team leader, recorder, spokesman, inspector, etc. And link the team honor with the performance of all the players, such as selecting the winning team and English star. Let every member of the group realize that "I am an indispensable member of the group" and let them need each other for success. Secondly, we should cultivate students' good habits. Teachers have the responsibility to teach students to study together and to teach students to think, listen and share in group learning. Task selection is very important in cooperative learning. Teachers should design tasks to promote cooperation. For example, when learning the text of Unit6 Holiday A in Part 6A of Oxford Primary School English, the teacher asked each group to design a poster with the theme of festivals to introduce various festivals. Each team member is responsible for completing the design of a festival, and then combining the achievements of all team members into a group work, which is evaluated in the whole class. Of course, to make group cooperative learning really work, it is inseparable from the organization and guidance of teachers. Teachers must monitor the cooperative learning situation of each group, intervene in time and provide timely and effective guidance for students. Teachers should take various measures to make the students in the group cooperate closely and maintain a harmonious peer relationship. At the same time, they should maintain a certain competitive situation among groups, cultivate students' sense of cooperation and competition, and jointly promote students' development.

Fourth, classroom evaluation is big and empty, lacking pertinence.

[Case] In the fifth grade English class, a group of students were driving a train to recognize new words. After each student gets up and recognizes them, the teacher will praise them quickly. Good/very good/perfect/excellent ... is endless. In fact, every student's reading sounds similar, even some mistakes. When students answer questions, the teacher always leads the whole class to clap their hands and shout in unison: one, two, three, ok! Such comments are also common in other English classes.

[Analysis] In order to stimulate interest and establish students' confidence in learning English, many teachers blindly use praise in the evaluation of students in classroom teaching. The unified praise slogan sounds loud, but does such praise come from the hearts of teachers and students, arouse students' emotions, make a reasonable evaluation of students' performance, and play a proper teaching effect? In fact, this kind of classroom evaluation language can be used appropriately in the initial stage of English teaching, but due to simplification, formatting and repeated use, students will get bored and become numb to praise, thus this kind of evaluation has lost its meaning.