What are the shortcomings and improvements in English teaching in primary schools?

I have reflected on the connection between primary and secondary schools in our school. I think there may be many reasons for the disjointed English teaching in primary and secondary schools. From the students' point of view, there are two main reasons:

The first is the life and psychology of students. In life, the students' family conditions in our school are superior, and the primary school students are cared for by life teachers, and their dependence is stronger than that of their peers, which is also reflected in their studies. Primary school student Hu is very interested in English, but he doesn't know enough about the importance of English. He said that if you can't learn well now, you have to learn from scratch in junior high school anyway, so you don't care, and the learning purpose is not as clear as that of junior high school students. Middle school students, on the other hand, think that they have studied English and have a certain language foundation, and they are complacent in the early stage of junior high school English learning, which has an active inhibitory effect on future learning. At the same time, compared with middle school students, primary school students are not afraid of making mistakes and actively raise their hands to answer questions. This mental state is very beneficial for children to learn English. However, with the growth of age, after entering middle school, the psychological burden is aggravated, the sense of shyness is strengthened, and even anxiety appears, which affects English learning. Junior high school students generally feel that middle school teachers don't "stare" as tightly as primary school teachers, giving students the illusion that middle school is "looser" than primary school, distracting some students with poor consciousness from their studies and unable to change their learning attitudes and methods as soon as possible, resulting in a decline in English learning performance after entering junior high school.

Secondly, learning independence and ability. On the one hand, there are different requirements for independence, and primary school students have fewer self-study classes than junior high school students. Although the third class every afternoon is homework sorting class, they usually finish their homework under the guidance of teachers, and there is not enough preview before class and review after class, so their self-learning ability has not been well cultivated. Middle school requires students' independence and self-consciousness, so some first-year students who have just entered school are at a loss about their studies. For example, in a self-study class, I found a student in a daze, so I asked him if he had any questions. As a result, he said that his homework was finished and he didn't know what to do next. This phenomenon of not knowing how to arrange time, preview and review, and not being able to change passive acceptance into active exploration in time is very common among students who have just entered junior high school. On the other hand, with different learning ability requirements, the number of middle school subjects suddenly increased, which made the students who just entered junior high school pay attention to one thing and lose sight of another. If some subjects or some subjects have a weak foundation, it will be difficult to adapt over time, and with the increase of teaching content, difficulty and failure times, students' interest and desire in learning will decline, and even fear of difficulties and resistance will occur, which will lead to polarization and decline of some students.

English teaching in primary and secondary schools is out of touch. In terms of teachers and schools, I think there are two main points:

The first is the teacher. On the one hand, the teaching methods of junior high school teachers are relatively traditional, the classroom form is monotonous, and the classroom atmosphere is relatively easy to appear dull, while the primary school classroom emphasizes students' oral English, classroom activities and classroom exercises, with many activities, but it is time-consuming, and often it takes more than half a class at a time, which is contradictory to the obvious increase in junior high school English teaching content. Last semester, under the arrangement of the teaching and research section, I went to Xincheng Middle School to listen to two open classes for primary and secondary school teachers. Middle school teachers grasp the difficulties and key points accurately, and the knowledge points are put in place, which is very practical, but the classroom vitality is not enough. The primary school classroom is lively, with rich forms of games and performances, but the classroom is loose and the teaching objectives are not clear enough. In my opinion, primary schools should teach more solidly, and middle schools should learn more about the teaching methods of primary schools, so that students are willing to learn.

On the other hand, there are few opportunities for teachers at all stages of primary and secondary schools to communicate with each other. Teachers are immersed in their own teaching activities, paying little attention to the teaching content of the next stage or the previous stage, and knowing little about each other's teaching models, teaching materials, methods, requirements and characteristics. Naturally, the teaching between them is disjointed and cannot form a harmonious and unified whole. At the same time, due to the repetition of teaching content and the lack of innovation in teaching methods, it will not only waste students' learning time, but also greatly dampen their enthusiasm for learning English; Teachers praise primary school students more. Students who survive in class can get prizes such as smiling faces of dolls and apple stickers, while junior high school students are obviously less likely to be praised than primary school students.

Secondly, the school curriculum. At the beginning, the school set up the course of primary school English only to be a characteristic school in terms of teaching requirements. Moreover, due to the lack of class hours in the fifth-grade graduating class, English, music and art ended as examination subjects in advance, making English a secondary "minor subject" in students' minds. After entering junior high school, English has become an important subject, and many students can't adapt.

The first is to improve teaching methods to make English learning more interesting.

Interest is the best teacher. How to make students change from "asking me to learn" to "I want to learn" is the key to stimulate their interest. Teachers in our school should constantly seek better teaching methods according to the actual situation of the class in teaching practice. Junior high school teachers and primary school teachers use games, cartoon characters, singing, chant and other effective means to conduct intuitive teaching, mobilize students' learning enthusiasm, create a good language atmosphere for students, and adopt activities and advocate experiential participation. Primary school teachers arrange some pictures to speak, students on duty to report, or some topics to talk freely, or arrange some necessary oral and written homework, pay attention to good English learning habits, and pay attention to the development of phonetic symbols, spelling rules and language sense. When I teach students new words, I try to use pictures, cards and even objects. For example, when I teach food names, I bring carrots, broccoli, apples, bananas and other real fruits and vegetables into the classroom for students to have a look, touch and taste. I also projected KFC coupons that students like and gave them to people who can speak the word. This intuitive teaching effect is very good, students are very interested, and soon remember these words. Students generally have a headache about reading the text. But if every text is designed as a situational dialogue as much as possible, the enthusiasm of primary and secondary school students will be high. How much is it to teach you pants? At that time, I asked the students to design and decorate the clothing store with waste newspapers in groups, first let them publicize what clothes they had in their fashion shop and what kind of preferential prices they had, and then let the members of the same group be customers and bargain with the salespeople for purchase. The winners of the two groups will be judged according to the length of the error or delay, and the winners will receive small gifts. Combining language learning with game activities, so that students can learn language in games and English in laughter, is helpful to cultivate students' ability to use English in a relaxed and pleasant atmosphere and ensure the vividness, liveliness and entertainment of English teaching classroom. In the process of competing to perform dialogues, they can unconsciously use the text. Besides, we can also tell English humorous stories, solve riddles on the lanterns and read interesting English essays to arouse students' enthusiasm in learning English.

The second is to guide students' learning methods.

The fifth-grade students made a homework reflection book, recorded the mistakes in the homework, reflected on the reasons for the mistakes, and made plans for the future. The sixth grade teacher made a make-up lesson plan to help students gradually master "preview first, then listen;" Review first, then do your homework; Think independently first, then ask questions and discuss; Group cooperation and exchange, learn from each other; Review every day, summarize every Monday and summarize every chapter. Students set up their own growth record books, constantly review the development and progress in their files and constantly improve them, and find out the learning methods that suit them.

Third, actively participate in lectures and exchanges between primary and secondary school teachers.

In order to do a good job in the connection between primary and secondary schools, the school arranges primary and secondary school teachers to understand the syllabus and teaching materials and learn from each other. Through two-way lectures and seminars, we can master the characteristics of teaching methods in primary and secondary schools and apply them to our own teaching appropriately. Teachers of the two departments have carried out experiential classroom teaching with sunny characteristics, generative classroom teaching and reflective teaching with one lesson and more teaching, and created excellent classrooms. Last semester, Mr. Ai, a fifth-grade teacher, gave us a wonderful lesson on the theme of "My Home", and Mr. Han gave us a lesson on "What's your hobby? Reading class. And I teach on behalf of the sixth grade teacher. Where's your backpack? Dialogue class. Teachers experience each other in class and the effect is obvious.

Fourth, pay attention to formative evaluation, and cultivate the best to make up the difference.

Primary school students in our school adopt green card, bronze card, silver card, gold card and subject star rating to stimulate their study for one year, which has achieved good results. According to the characteristics of students in our school, junior high school teachers consciously take care of the acceptance ability of most students at the beginning of school, and adopt the methods of "low starting point, gentle slope and small steps" and encouraging evaluation, taking into account the needs of students at different levels, so that most students can experience the joy of learning success. I often praise them in the classroom with great, amazing, clever and other languages, encourage students to become talents in time, and combine moral education with moral points to encourage students to make progress. At the beginning of the semester, we should make a plan to train excellent students and make up for them. For those students with learning difficulties, we should check them in time, strengthen after-school counseling, and do a good job in the connection between teaching and learning.

Fifth, adjust the curriculum appropriately.

English class in primary schools is no longer an examination subject, but also a unified examination subject; The class schedule is reasonable, with two long classes and two short classes every week. While paying attention to oral communication, we should strengthen the guidance of written writing to lay a good foundation for English compositions that students find difficult.

The experience of English teaching in primary and secondary schools: the teaching connection between primary and secondary schools should be a gradual development, not a sudden increase. For the cultivation of students' study habits, teachers can neither exceed their authority nor give up completely. In teaching, junior high school teachers should learn from the methods of some primary school teachers, fully mobilize students' enthusiasm, creatively use teaching materials, improve the contents and requirements that do not meet the development of students, and strive to stimulate students' interest, focusing on concreteness and supplemented by abstraction; Primary school teachers should learn the integrity of middle school teachers' grasp of content and give students more room for thinking. English teaching in primary and secondary schools has further strengthened the cooperative relationship between primary and secondary school teachers. Regular online collective lesson preparation and irregular joint activities make everyone feel the joy of cooperation. In cooperation, they have face-to-face communication, increased mutual trust, discovered and learned each other's strengths, and formed a positive teaching synergy, which is of great benefit to the optimal combination, coordinated and stable development of primary and secondary school teachers in our school.

There are many ways to connect English teaching in primary and secondary schools. The key is to find problems, solve problems in a targeted way, constantly find, analyze and explore new problems and methods in the connection of English teaching in primary and secondary schools, realize the harmonious connection of English teaching in primary and secondary schools, stabilize and improve students' interest in learning, improve students' study habits, optimize students' learning behavior, and lay the foundation for lifelong learning of primary and secondary school students.