小學(xué)英語(yǔ)教學(xué)中的問(wèn)題分析及解決方案

1、小學(xué)英語(yǔ)教學(xué)中的問(wèn)題分析及解決方案    Keywords: Primary English; teaching; teachers; problem analysis; solutions CLCStatus of primary school English teaching in China and problems of the 1990s, China's primary schools, English courses into the boom period, the creation of more and more areas

2、and schools, set up the grades increasingly younger age, the size of the more open to be. This is to some extent, promoted the development of primary school English teaching in China, but there have been many problems which, restricting China's primary English language teaching healthy and rapid

3、 development. Here, the author from the perspective of primary school English teachers, analysis of the problem. Teachers in the problem. Today's society, the teaching profession respected and very popular with people yearning, "teachers are the engineers of human souls", "teacher

4、s are the most brilliant career under the sun" and other words to fully express the people's worship of teachers and expectations of love.However, the reality is that many primary school teachers are not working for their professional formation of this identity. They (especially the middle-

5、aged teachers) of their career tend to produce a very strong burnout, they do not invest their own enthusiasm to teaching and research and care for students on the contrary, only step by step "teaching materials", they are the "teachers" of this initiative very professional, &quo

6、t;mechanized", and their teaching, research, the students do not have a strong sense of responsibility, this will inevitably lead to poor quality of teaching. Teaching skills issues. Many of today's job skills in teaching primary school English teachers on this issue is very lacking, such a

7、s classroom organization is unreasonable, the lack of rationality; classroom language dull, blunt, there is no logic and sense of humor; blackboard design unreasonable, writing is not neat , is not standardized; master of modern teaching methods such as unskilled. Therefore, even if teachers have a

8、deep knowledge of teaching theory and academic knowledge, is also not well displayed, in large part will affect the quality of teaching improved. Teacher research capacity.As far as I know, now serving primary school English teacher (including Tianjin), a large part not majors in college, so althoug

9、h they have some teaching experience, or in the actual teaching, there are some very good teaching methods and ideas, but because of education, psychology and other lack of knowledge, they can not theoretically be sublimated and summarized, and some teachers simply do not even research and awareness

10、. it is very indifferent. On the one hand, every day they complete their work of teaching has been exhausted, with little time and energy to focus on teaching theory, focus on new teaching ideas or innovation; the other hand, they feel that foreign language teaching theory too far away from them, an

11、d some theoretical too deep, too idealistic, but that does not directly guide their practice, it is the teacher for internal reasons. Meanwhile, the external causes are also important. First of all, today's primary English education or with "teaching" and "transition rate" as

12、 the core, so the teachers can only have been busy classroom teaching, the lack of study of the theory, let alone engage in research.Second, the lack of strong support and incentives to the external environment. At present, although some schools set up a research group, but due to lack of sufficient

13、 attention to the leadership, management was not standardized, can not be guaranteed funding for research activities and other reasons, is nominal. Evaluation of teachers to students. Ministry of Education in May 2001 issued a "full-time compulsory education in general high school English curri

14、culum standards (trial version)" (hereinafter referred to as the "standard") mentioned: evaluation is an important part of English courses. Scientific evaluation system is an important guarantee for achieving course objectives. Through the evaluation, so that students in the English c

15、urriculum in the learning process continued to experience progress and success, understand themselves and build self-confidence, promote student's comprehensive ability to use language full development: the teaching of English teachers to obtain feedback on their teaching behavior to reflect and

16、 appropriate adjustments, prompting teachers to improve teaching quality. "Standard" advocated by the teacher evaluation is primarily formative evaluation, supplemented by summative assessment. However, the author more than primary school in Tianjin, apprenticeships, internships found that the evaluation of teachers to students are almost dominated by summative assessment, and evaluation methods are very simple, is to distinguish between high and low scores. Although sometimes the teachers are accompa