Seek good evaluation methods about elementary school English classroom

I. The Purpose of Offering English Classes in Primary Schools

(I) Offering English Classes in Primary Schools is a Need for Social Development

Today's world is characterized by the rapid development of science and technology, and the international competition is becoming more and more intense. The key to the worldwide competition for comprehensive national power is the competition in science and technology. The main symbol of modern science and technology is information technology. The informatization of social life and the globalization of economic activities make foreign languages, especially English, increasingly become an important tool for China's opening up and interaction with other countries. The development of contemporary society urgently needs our citizens to have the basic skills of using foreign languages.

However, due to the thin base, poor language environment, low level of teachers, limited teaching equipment, especially the outdated teaching concepts, teaching methods and evaluation methods, the rate of improvement of the quality of English teaching is far from being able to meet the needs of social development. For example, after six years of studying English in secondary school and spending more than 800 hours on lessons, most students still learn "deaf and dumb" English, with a vocabulary of only 2,000 words. In order to improve the quality of foreign language teaching more effectively and extensively, the Ministry of Education decided to take the opening of English courses in elementary school as an important part of the curriculum reform of basic education at the beginning of the 21st century, and put forward specific guidelines for the opening of English courses in elementary school, and formulated the "Basic Requirements for the Teaching of Primary Schools' English Courses (for Trial Implementation)".

(2) The introduction of English classes in elementary school helps to improve the quality of the nation

Students in the third to sixth grades of elementary school are in the teenage period between the ages of 9 and 12. Children in this age group are characterized by curiosity, activity, love of expression and good imitation. They like new things, and their curiosity about unfamiliar languages can stimulate their interest in foreign languages. They like to attract others' attention, attach importance to the teacher's praise, are not afraid of making mistakes, and seldom have a sense of shyness. Their body organs are still developing, not yet finalized, and their organs of articulation are more flexible than those of adults, so it is much easier for them to imitate the intonation of a foreign language than that of adults. They have good memory and good image thinking, but lack rational thinking and are not strong in logical thinking. They love to play, love to sing, love games, love activities, these are the needs of their long body, long physical strength, they can't sit down, they can't sit down long. All these are the characteristics of the physical and mental development of elementary school students.

Children of this age group have many advantages in learning foreign languages that adults and even secondary school students do not have, such as imitation, memory, plasticity and so on. The introduction of English classes in elementary school can give full play to their potential to learn the language, and through the study of this subject to improve their thinking moral, cultural and psychological qualities. Foreign language classes can make primary school students know the excellent cultural traditions of other countries and nations, better understand and love the excellent cultural traditions of the Chinese nation; they can develop their thinking, broaden their horizons, expand their knowledge and enrich their experiences; they can improve their thinking and moral character and establish international awareness, so that they can grow up to adapt to the needs of the social, economic and scientific and technological development and international exchanges.

The characteristics of English teaching in elementary school

Based on the physiological and psychological as well as the developmental needs of elementary school students, the purpose of the English curriculum in elementary school is to: stimulate the students' interest in learning English, cultivate their positive attitudes towards English learning, and enable them to build up their initial self-confidence in learning English; cultivate a certain degree of sense of language and a good basis for phonetics and intonation in the students, so as to enable them to form an initial ability to use English for simple daily communication, and to develop a sense of language. It will help them to form the ability to use English for simple daily communication and lay a foundation for further study. Therefore, English teaching in elementary school should have the following characteristics:

(1) The teaching content is close to life and meets the needs of primary school students' interests

1. The language materials for teaching and the teaching activities in the classroom should fully reflect the life that the elementary school students are familiar with, for example, Myself, My family, My school and the surrounding environment and social life. The arrangement of these language teaching contents should be from near to far, from small to big, from simple to complex, and gradually develop.

2. The content can arouse students' interest, such as rhyming poems, fables, conversational performances, games, etc.

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3. The language materials are real and practical. The students can learn by using, learn to use, practice repeatedly and combine learning and using.

(2) Organic combination of language function, structure, topic and task

1. Arranging the teaching of each unit or lesson with the topic as the core, function and structure as the main line, and task-based activities as the goal.

2. Through interesting activities such as seeing, listening, speaking, playing, singing, drawing, traveling, reading, writing, translating, etc., students are exposed to a sufficient amount of language materials to ensure the amount of input, and the combination of "acquisition" and "learning", so that students can gradually cultivate a preliminary sense of language. The first is to make sure that you have a good understanding of the language and the way it works.

3. Through the input of a large number of language materials, especially the demonstration of audio-visual materials, student imitation, teacher guidance, so that students gradually form a good habit of speech, intonation, writing, spelling.

English teaching in elementary school should not be based on phonological and grammatical knowledge, and should not disregard the age characteristics of children and adult-oriented teaching. What's more, we must not pursue the high standard requirements of the English subject, and we must grasp the degree and weight, and must not exceed the range of acceptability of primary school students. The basic requirements for teaching set out in the English curriculum for elementary school, such as the range of topics and the total amount of vocabulary to be exposed to (600-700), as well as the requirements for the ability to do activities such as seeing, listening, speaking, reading, writing, playing and acting, should be suitable for most schools. The requirements for schools in each district can go up and down, but they must not be so demanding as to overburden students.

(C) teaching methods are diverse, lively, stimulate students' interest in learning

1. eclectic, set the strengths of each family, the use of a comprehensive approach to teaching. Situational method, audio-visual method, direct method, structural method, functional method (communicative method), whole-body response method, immersion method, eclectic method, integrated method, etc., as long as it helps to achieve the teaching objectives can be adopted.

2. Create scenarios, communicate with each other, motivate emotions, inspire learning motivation, and build confidence in learning. Teachers should make full use of the texts in the textbooks to create vivid scenarios, such as making phone calls, shopping, birthday parties, picnics, traveling, asking for directions, visiting the doctor, and so on, to provide students with the opportunity to use English to communicate. Whenever the children get into the role and succeed in doing something, they can't help but be happy, so their interest is increased, their confidence is strengthened, and their motivation and feelings are greatly stimulated.

3. There are various forms of practice, hand, brain, mouth, ear, eye, limb, body and use, static, dynamic combination, the combination of basic drills and free practice, single and comprehensive practice. Through a lot of practice, students will have a good foundation of speech, intonation, writing and spelling, and be able to express themselves in English and carry out simple communication activities.

4. Design task based activities to open up space, activate students' thinking and cultivate creative thinking. This type of activity can guide students from beginning to end to learn language through the completion of specific tasks and activities, so that students for specific learning purposes to carry out specific language activities, through the completion of specific communicative tasks to obtain and accumulate the corresponding learning experience. The tasks designed in the classroom are generally given some context (illustrations or textual descriptions) and word prompts, but students should be given space for thinking and imagination to inspire students to brainstorming, which is not only conducive to the development of their convergent thinking, but also conducive to the development of their divergent thinking. This is not only conducive to the development of their convergent thinking, but also to the development of their divergent thinking.)

(4) Teaching organization and classroom arrangement is flexible and student-oriented, which is conducive to the full mobilization of students' enthusiasm

1. Short time, high frequency, to ensure that the students are exposed to the English language many times and have enough practice. Since English classes in elementary school are only likely to have 2-3 periods per week, to ensure that students are exposed to English more often, a whole class (45 minutes) can be changed into two small classes, so that there are at least four English classes per week. In some large cities, it is ideal to have small classes of 20-30 students, which can be more effective and increase the amount of practice for each student.

2. Carry out activities in two-person groups, multi-person groups, rows, platoons, half-classes, and so on. This is one of the important features of elementary school English teaching. Only by carrying out these activities can every student fully participate in classroom practice, reflect the communicative nature of language, and realize the interactivity between teachers and students and among students.

3. The form of placing desks and chairs in the classroom adopts different ways according to the needs of teaching - seedling, semi-circular, full-circle, double-circle, etc., with the aim of better carrying out various teaching activities. This can promote emotional communication between teachers and students, but also can help students to develop a team spirit of mutual concern and cooperation.

(V) Adopt modern teaching methods of multiple media, create a good language environment and sufficient opportunities for language practice, and optimize the teaching process

1. Using audio-visual resources of English teaching - drawings, charts, projections, recordings, video recordings, CDs, VCDs, DVDs, and other multimedia software, can not only Can provide students with standardized speech, intonation, but also provide a real and natural demonstration of the use of language, that is, the occasion, time, object, etc., but also body language (body language) - gestures, movements, facial expressions, etc. demonstration.

2. The use of a variety of media to make teaching become vivid, image, lively, infectious, easy to stimulate students' interest, cause conscious attention, deepen the impression, and help students to remember.

3. Making full use of modern teaching methods can transcend the limitations of time and space, and enable students to experience the practical use of English in a native English-speaking environment.

4. The use of multimedia courseware can make the teaching process procedural, greatly improving the efficiency of teaching, which is particularly important for elementary school English classes with little class time.

(F) the use of incentives, diversified forms of evaluation, to encourage primary school students to actively pursue

1. respect and care for students' learning enthusiasm, each student's achievements and the slightest progress should be recognized. Can be used in the form of verbal praise and spiritual rewards, such as the award of small red flowers, red stars, paper medals and so on. Special attention should be paid to the progress made by the students who are behind in their studies to give praise in a timely manner.

2. The form of evaluation should be diversified and optional, and should be based on formative evaluation, with the interest, attitude and communication ability shown by students' usual participation in various English teaching activities as the main basis. The lower grades (grades 3 and 4) are based on oral activities, while the upper grades (grades 5 and 6) use a combination of oral and written tests. The oral test checks students' ability to actually use the language, while the written test focuses on listening and reading skills.

Here is one way of evaluating, the project. Take a look at the All about me project. This project requires students to utilize their English in an integrated way, and they must have autonomous learning skill, thinking skill, reference skill, and cooperative learning with their peers. The program is designed for students to learn in a cooperative manner with their peers.) When they have completed the project, have each group of students design a cover, bind their work into a book, and display it in the class. This method of displaying learning outcomes can greatly motivate students and give them a sense of success, thus boosting their confidence.

Project This kind of activity can be used for assessment as well as for daily teaching. It can be used in formative assessment to test not only students' knowledge, but more importantly, their abilities. (An examination is to see what the students know. A project is to see what a student can do.)?

Third, the challenges facing English classes in elementary school

The opening of English classes in elementary school is a need of social development, and elementary school students have their superiority in learning foreign languages. In the past ten years, China's elementary school English teaching development is very fast, the average annual number of people increased by one million. Now, after the relevant instructions from the Ministry of Education, starting from the second half of this year, there will be a leapfrog development of English classes in elementary school across the country. This situation is exciting, but we should also calmly see that the elementary school English class is facing serious challenges.

Historical experience tells us that there are four conditions that must be met for the successful introduction of English classes in elementary school: a good English syllabus for elementary school; qualified teaching materials; qualified teachers; and a good solution to the problem of connecting English classes in elementary school with those in secondary schools. Otherwise, the introduction of English classes in elementary school will hardly be successful and may even result in a great waste of manpower and resources. The popularization of foreign languages in elementary school in the 1970s in our country and the fact that they were dismantled in the 1980s is a lesson. In order not to let such history repeat itself, we must bravely meet the challenge and actively and quickly create conditions for the gradual introduction of English classes by pushing forward from urban elementary school to township elementary school.

(I) the urgent need to train teachers

The second half of this year, the country's urban elementary school in the third grade to be universally available in the English language classes, a grade will be an increase of about five million students, and next year to the townships and townships to promote the four grades of English students will be increased to tens of millions of students, the need to increase the hundreds of thousands of English teachers. The training cycle of a teacher takes three years. In fact, the task of training English teachers for elementary school can be undertaken by secondary teacher training schools. The whole country should take urgent measures to set up training courses for elementary school English teachers in secondary teacher-training schools, teacher-training universities and teacher-training colleges, so as to train a group of teachers as soon as possible. Before September this year, local education colleges and continuing education centers should be mobilized to run training courses for elementary school English teachers, concentrating on the training of teachers who will soon be inducted into the profession for three or four months. On the one hand, this group of teachers should be given intensive training in the English language, especially in basic skills such as phonetics, intonation and speaking; on the other hand, they should learn the spirit of the "Basic Requirements for Teaching the Primary School English Curriculum (for Trial Implementation)", and they should also learn and master the skills of teaching English in elementary school.

The state needs to put in the necessary funds and strength to plan the training of elementary school English teachers in the 10th Five-Year Plan in the long run.

(2) Strengthening English teaching materials for elementary school

Before the English curriculum for elementary school was formulated, dozens of sets of English textbooks for elementary school already existed in the country. There are three types of these textbooks: one type is Chinese self-edited textbooks; one type is Chinese-foreign co-edited; and one type is the adapted version of imported textbooks. The teaching materials written by Chinese people are generally more in line with the actual teaching, but the teaching methods used are not active enough, and the language is not authentic, natural and authentic; the imported teaching materials are more authentic and natural, and the methods are more active, but they are generally difficult, and few of them reflect the Chinese culture; the teaching materials written by Chinese and foreigners in cooperation with each other according to the curriculum requirements can solve the above problems better, and not only can they ensure authentic language, flexible methods, and strong interest, but also can be more in line with China's English language and the Chinese culture. The textbooks, which are written by Chinese and foreigners in cooperation with the requirements of the curriculum, can better solve the above problems by ensuring authentic language, flexible methodology and strong interest, as well as being more in line with the reality of teaching and the physical and mental development of students.

In February of this year, the Ministry of Education's primary and secondary school textbook validation review committee has reviewed some of the elementary school English teaching materials, the first batch of the review of the textbook will be recommended to all parts of the selection of trial. The use of non-reviewed textbooks will be stopped next fall.

The introduction of English classes in elementary schools has provided opportunities for many publishers, both Chinese and foreign, and many regional publishers are compiling English textbooks for elementary schools. Competition for textbooks is good for improving their quality, but in order to prevent abnormal competition such as "localization", the state must strengthen its management of the textbook market, rigorously scrutinize the textbooks, and use the curriculum standards as a norm to ensure that good-quality textbooks are used in all regions.

(3) Properly solving the problem of convergence between primary and junior high school English teaching

Primary school students learn English for several years in junior high school and then start from ABC, which is a relatively common phenomenon at present. This is naturally a waste of human and material resources. Now with the National English Language Curriculum Standards for Basic Education, which sets out the requirements for different levels from primary to high school, the various sets of teaching materials will provide a "one-stop" package from primary to high school, which will ensure a solution to the problem of bridging the teaching of primary and middle school. However, with students from different elementary school converging in one secondary school, the varying levels of English proficiency of students will still pose difficulties to teaching. Therefore, the teaching and research departments should pay attention to strengthening the communication between English teachers in primary and secondary schools and the teaching management departments, and study the countermeasures at an early stage.

First of all, districts should set the teaching requirements of the region according to the national curriculum standards, which should be based on what most students can achieve. It is important not to demand too much and cause polarization in teaching. Only if the majority of students can maintain their interest and confidence in learning English can the teaching of English in elementary school be considered successful. In this way, primary school students will be able to continue to learn English smoothly when they enter junior high school.

Secondly, the teaching content of the first year of junior high school should be intersected with that of the higher grades of elementary school, and there should be more listening and reading materials for students to review. The content should be new, but there should not be too many language difficulties, and it would be better to summarize the language that they have already perceived in elementary school.

Finally, when primary school students enter junior high school, secondary school teachers should learn from elementary school teachers about the teaching situation in elementary school, and they should investigate and evaluate the English learning of primary school students, and then adjust the teaching content according to the actual situation and take appropriate methods and measures so as to make the students gradually adapt to the teaching requirements of junior high school.

In short, the opening of English classes in elementary school is very necessary, but also faced with a variety of problems, such as serious research, to solve the practical problems in the opening of classes, will certainly greatly promote the reform of foreign language education in China.