沂水縣小學(xué)英語教學(xué)現(xiàn)狀調(diào)研報告英語論文論文設(shè)計

沂水縣小學(xué)英語教學(xué)現(xiàn)狀調(diào)研報告AnInvestigationReportontheCurrentSituationofPrimarySchoolEnglishTeachinginYishuiCounty摘要小學(xué)階段是語言發(fā)展的關(guān)鍵期，思維方式和表達(dá)方式都不夠成熟，這一時期的學(xué)生接受新事物的能力記憶力強，好奇心也強。因此，小學(xué)階段的英語學(xué)習(xí)是非常重要的。通過對沂水小學(xué)英語教學(xué)現(xiàn)狀的調(diào)研，發(fā)現(xiàn)不足并找到改進(jìn)的方法，也是非常有實踐意義的。此次調(diào)研主要是通過網(wǎng)上查資料和調(diào)查問卷的方式進(jìn)行，對調(diào)查問卷樣本數(shù)據(jù)做出分析，通過數(shù)據(jù)，了解目前本縣小學(xué)英語教學(xué)的現(xiàn)狀，發(fā)現(xiàn)問題，并提出相應(yīng)的改善對策。調(diào)查結(jié)果顯示，目前沂水小學(xué)英語教學(xué)仍存在諸如師資力量不足、教學(xué)設(shè)備老舊、教師綜合素質(zhì)有待提高等問題。政府、學(xué)校、教師需要共同努力，提高師資水平，加大教育經(jīng)費投入等相應(yīng)的措施來改善這些問題。關(guān)鍵字：小學(xué)英語；教學(xué)調(diào)查；影響因素AbstractTheelementaryschoolstageisacriticalperiodforlanguagedevelopment.Thewayofthinkingandexpressionarenotmatureenough.Duringthisperiod,studentshaveastrongmemoryandcuriositytoacceptnewthings.Therefore,Englishlearninginelementaryschoolisveryimportant.ThroughtheinvestigationofthecurrentsituationofEnglishteachinginYishuielementaryschool,itisalsoverypracticaltofinddeficienciesandfindimprovementmeasures.Thesurveywasmainlyconductedthroughonlinedataandquestionnairesurveys.Thesampledataofthequestionnairewasanalyzed.Throughthedata,thecurrentstatusofprimaryschoolEnglishteachinginthecountywasfound,problemswerefound,andcorrespondingimprovementmeasureswereproposed.Thesurveyresultsshowthat,EnglishteachinginYishuielementaryschoolstillhasproblemssuchasinsufficientteachers,oldteachingequipment,andteachers'comprehensivequalitytobeimproved.Thegovernment,schools,andteachersneedtoworktogethertoimprovethelevelofteachers,increaseinvestmentineducationandothercorrespondingmeasurestoimprovetheseproblems.Keywords:elementaryschoolEnglish,teachingsurvey,influencefactor

ContentsTOC\o"1-3"\h\u19487ChapterOneIntroduction 1148281.1ResearchBackground 1125341.2ResearchStatusatHomeandAbroad 1190671.2.1Researchstatusabroad 15651.2.2ResearchstateinChina 234821.3Thepurposeandsignificanceofthetopic 221852ChapterTwoResearchProcessandDesign 4315372.1Respondents 485952.2Researchmethods 4310332.3Questionnairedesign 46808ChapterThreeProblemsinEnglishTeachinginPrimarySchoolsinCounty 6254653.1Teacher'scomprehensivequalityneedstobeimproved 6204913.2Poorteachingenvironment 725953.2.1Tenseatmosphere 772063.2.2Influenceofexternalfactorsonstudents 797713.3Insufficientteachers 913143.4DidnotcreateagoodEnglishcontext 10311273.5Insufficientteachingevaluationmechanism 1038013.6Teachingmethodsareold-fashionedandnotinnovativeenough 1117181ChapterFourImprovementMeasuresandCountermeasures 1398314.1Improveteachers'comprehensivequalityandprofessionalability 13101724.2Increaseteachingfunding 14245284.3Expandtheteachingstaff 1526294.4CreateagoodEnglishcontext 16158754.5Improvetheschoolmanagementsystemandestablishastandardizedinspectionsystem 18184034.6Enhancethediversityofteachingmethods 1916295Conclusion 2118978References 2332658Appendix 248717Acknowledgements 25ChapterOneIntroductionResearchBackgroundAtthethirdplenarysessionofthe18thCPCcentralcommittee,Chinaputforwardamajorstatepolicyofcomprehensivelydeepeningreformandbuildinganewsilkroadeconomicbeltanda21stcenturymaritimesilkroad."TheBeltandRoad"ismoreaboutthecommunicationandcooperationamongmanycountriesandnations.Therefore,thecommunicationamongthemallneedslanguageasthemedium.Inthefaceofthedrasticchangesintheinternationalform,itsrequirementsforforeignlanguagetalentshavebeenputforwardtoahigherlevel.Indeed,elementaryschoolisacriticalperiodforlearningalanguageandastartingpointforlearningEnglish.Studiesbypsychologistsandphysiologistshavealsoshownthatwithoutpropertraininginchildhood,somebrainfunctionscanatrophyandbelostandcannotberecoveredinadulthoodevenwithincreasedtraining,particularlylanguage.Languagelearningisveryimportantandmustbefullydevelopedduringitssensitiveperiod.Atthebeginningofthe21stcentury,ChinaofficiallytookEnglishastheprimaryschoolcurriculum.In2001,theMinistryofEducationmadeacleardecisioninthe"GuidelinesoftheMinistryofEducationonActivelyPromotingEnglishCurriculuminPrimarySchools":TheestablishmentofEnglishcoursesinprimaryschoolsisanimportantpartofthebasiceducationcurriculumreformintheearly21stcentury.ThedocumentalsoproposesthatthebasicgoalofpromotingEnglishcoursesinprimaryschoolsis:beginninginthefallof2001,Englishlessonsaregraduallyofferedinurbanandcountyprimaryschoolsacrossthecountry;intheautumnof2002,Englishcoursesaregraduallybeingofferedintownshipprimaryschoolsaroundthecountry;Usuallythirdgrade.Sofar,morethantenyearsofexplorationandprogresshavebeenmadeinprimaryschoolEnglishteaching,andgreatprogresshasbeenmade,butatthesametime,thereisstillmuchroomforimprovement,especiallywiththeprogressofthetimesandthedevelopmentofprimaryeducationinremoteareas,therearemanyneedsPerfectplace.ResearchStatusatHomeandAbroad1.2.1ResearchstatusabroadDuetotherapiddevelopmentofmanydisciplinessuchaslinguistics,psychologyandsociology,foreignlanguageteachingresearchhasenteredabrandnewstage.Inthepasttwodecades,foreignscholarshavedonealotofresearchonthegeneralrulesofforeignlanguagelearning,learnercharacteristicsandspecificteachingmethods,andhavemadegreatprogress.Forexample,thepsycholinguistLenibergproposedtheinfluentialcriticalperiodhypothesis.Hebelievesthatlanguageistheproductofthebrain,andthedevelopmentoflanguageabilityisstrictlyrestrictedbythephysiologicalbasisofhumanbeings.Primaryschoolstudents'thinkingandexpressionarenotfullyformed,whichisthekeyperiodforlearninglanguageandpronunciation.TherearemanyforeignstudiesonEnglishteachingmethods,andtherearemanyclassifications,includinggrammartranslationmethod,directmethod,listeningandspeakingmethod,audio-visualmethod,naturalmethod,cognitivemethod,andcommunicativemethod.GrammartranslationmethodiswidelyusedinEnglishteaching,butthismethodfocusesongrammarteaching,ignoringthecultivationofstudents'spokenlanguage,andisnotsuitableforEnglishbeginners.Duetotheunexpectedbehaviorofthegrammaticaltranslationmethod,thedirectmethodisproduced.Inordertoovercometheshortcomingsoftheindirectmethod,theAmericanresearchersBronfieldandYekashaveformedtheteachingmethodofthelisteningandspeakingmethod.Since1970,communicativemethodshaveemergedinWesternEurope,andEuropeancountriessuchasBritain,GermanyandFrance,haveexploredtheemergenceofcommunicativeteachingmethods.DifferentcountrieshavedifferentstartingtimeforEnglishcoursesinelementaryschools.Europeancountrieshavestartedearlier,suchastheNetherlandssince1986.Elementaryschoolstudentsfrom10to11yearsofagestartedtosupporttheEnglish-invitedcourses;FrenchEnglishcoursesweretaughtfromthefourthgrade.AmongAsiancountries,IndiawasonceaBritishcolony,withagoodfoundationoflocalEnglishandrelativelysuccessfulEnglishteaching.PrimaryschoolEnglishcourseshavebeenofferedasforeignlanguagessincethe1970sand1980s.Thehistoryisnotlong.TheresearchresultsofprimaryschoolEnglishteachingabroadhaveprovidedlearningexperiencefortheestablishmentofprimaryschoolEnglishcoursesinChina.1.2.2ResearchstateinChinaItwaspublishedinPeople’sEducationasearlyas1997,anditattachedimportancetotheinvestigationandresearchbeforedecision-making-"ResearchonImprovingtheEfficiencyofPrimarySchoolEnglishTeaching".In2003,Lilingyunpublishedamaster'sthesis"InvestigationandReflectionontheCurrentSituationofPrimarySchoolTeachinginSomeRuralAreasofChina".From2003to2020,thosewithoutmathematicspublishedarticlesontheinvestigationandcountermeasuresofthecurrentsituationofEnglishteachinginprimaryschools,andputforwardvarioussuggestions.1.3ThepurposeandsignificanceoftheresearchWiththechangeofthetimesandtheadvancementofthenewcurriculumreform,itisrequiredtolearnEnglishwellintheelementaryschool,otherwiseitwillbedifficulttomaketheEnglishteachinginprimaryandjuniorhighschoolstrulyconnect.Throughinvestigation,wewillstudysomeproblemsinEnglishteachinginprimaryschools,inordertoconductmoretargetedEnglishteachinginprimaryschools,sothatEnglishteachinginprimaryandjuniorhighschoolscanbebetterconnected.AccordingtotheinvestigationofseveralprimaryschoolsinYishuiCounty,thecurrentsituationandproblemsofEnglishteachinginprimaryschoolsareputforward,andsomecorrespondingcountermeasuresareproposed.AlthoughinrecentyearsmanyscholarshaveadvocatedthepromotionoftraditionalcultureandproposedtoreducetheproportionofEnglishsubjectscoresinelementaryandmiddleschoolexaminations,ithasalsomademanyprimaryandsecondaryschoolstudentsthinkthatlearningEnglishisnotsoimportant.Butlearningforeignculturesisnotabandonmentoftraditionalculture,butlearningnewskillsandlearningnewcultures.TheauthorwouldliketothroughthissurveytounderstandtheattitudesofstudentsinseveralprimaryschoolsinYishuiofEnglishlearningandtheproblemsinteaching.ChapterTwoResearchProcessandDesign2.1RespondentsFortheinvestigationoflearningstatus,themostdirectgroupisthestudentsthemselves.Therefore,themainresearchobjectofthissurveyissomeelementaryschoolstudentsinYishui.Becausetheepidemicsituationcannotgoout,thegroupsthatcanbereachedarealsoverylimited.Therefore,thedatacanonlybecountedasaroughstatistic,andtheremaybeacertaingapwiththerealone.2.2ResearchmethodsDuetotheepidemicsituation,itisdifficulttoconducton-siteinspections,sotheonlinesurveymethodisadopted.Informationiscollectedmainlythroughquestionnairesurveys,WeChatchats,telephoneinterviewsandothermethods.Inaddition,schoolsaredelayedduetotheepidemicsituation,somanyschoolsteachthroughtheInternet,soaftergettingtheteacher’sconsent,theyalsolistenedtoafewclassesintheironlineclassroom.Itisverydifferent,butyoucanalsoseetheteachingstyleofateacher.Withtheirconsent,wegotWeChatfromparentsofsomeelementarystudentsandthephoneandWeChatoftheteachersthroughtheirfriendsandrelatives,andlearnedaboutthestateoftheschoolandthestudent'sstudyintheschoolthroughconsultation.Throughthesemethods,alargeamountofmaterialsandinformationwerecollected,andthesituationofstudents,teachers,andschoolswasroughlyunderstood.2.3QuestionnairedesignThequestionnairedesignedatotalof20questions,thetargetgroupwas234primaryschoolstudents.Includemultiplechoicequestionsandsuggestions.Inadditiontothegender,gradeandschoolnecessaryquestions,aseriesofquestionsincludingtheagerangeoftheteacher,whethertheyareinterestedinEnglish,theevaluationoftheclassroomatmosphere,theevaluationoftheteacher'steachingmethods,Expectationsoftheschool'steachingenvironment,suggestionsforthewayteachersteach,etc.Italsoinvolvesissuessuchasprimaryschoolstudents'perceptionofEnglishlisteningandspeakingability,whethertolearnEnglishactivelyafterclass,andtheimportancethatparentsattachtoEnglish.Themainreasonfordesigningtheseproblemsisthatprimaryschoolstudentsarethemaingroupoflearning,andtheirthinkingandexpressionmethodsarenotmatureenough.Theirsubjectivemotivationisaveryimportantfactorinlearning.Manychildrenaretiredofthissubjectbecausetheyareafraidordonotlikeateacher.Oryouhaven'tfoundanylearningtipsanddon'ttaketheinitiativetostudyafterclass.Thisresultedinpoorgradesanddidnotshowmuchinterestinthiscourse.Therefore,throughadetailedinvestigationofprimaryschoolstudents,wecanseetheirattitudetowardsEnglishlearning.

ChapterThreeProblemsinEnglishTeachinginPrimarySchoolsinCountyThelearningenvironment,teachingforceandteachingfacilitiesofcountyandtownshiparequitedifferent.ThesurveyselectedYishuiExperimentalPrimarySchoolinthecountytown,FuguanzhuangCentralPrimarySchoolinthetownandLaizhuangPrimarySchoolinthecountrysideasthemainresearchobjects.Thepurposeistocompareexistingprimaryschools,townshipandruralprimaryschools,andfindthedifferences.3.1Teacher'scomprehensivequalityneedstobeimprovedDuetotheinfluenceoffactorssuchasregionaleconomyandthespeedofinformationdissemination,therearelargegapsbetweenurbaneducationandruraleducationinresourceallocation.Undernormalcircumstances,theoverallqualityandteachingabilityofEnglishteachersinruralprimaryschoolsareslightlylowerthantheaveragelevelofEnglishteachersindevelopedcities.Inaddition,theyarealsoaffectedbyfactorssuchasteachinghabits.ThepronunciationstandardofsomeprimaryschoolEnglishteachersneedstobeimproved,whichaffectsStudents'Englishlisteningandpronunciation.Amongthe238studentswhoparticipatedinthequestionnairesurvey,asmanyas70%ofthestudentsbelievedthattheteacher'sspokenpronunciationwillaffecttheirpronunciation,especiallyintheschoolsintownsandvillages.ManystudentshavedevelopedaveryseriousChineseEnglish,anditisdifficulttochangeoncethememoryisformed.Inaddition,someteacherswillbringpersonalemotionstotheclassroom.Theteacher'slecturestatushasagreatimpactontheclassroomatmosphere.83%ofthestudentsfeedbackthatiftheteacher'smoodisnotgood,itwillaffecttheirmoodtolistentotheclass.ThepromotionanddevelopmenttimeofmultimediateachingmethodsinChina’seducationisrelativelyshort,andmoderntechnologyischangingwitheachpassingday.Someteachers’personalmultimediateachingabilitiescannotkeepupwiththedevelopmentofthetimes,sothattheyneglectsuchasmicro-teachingandflippingclassroomteaching、SituationcreationteachingandotherdiversifiedteachingmethodshaveledtotheunityofprimaryschoolEnglishclassroomteachingactivities.SomeEnglishteachersareinfluencedbyfactorssuchasteachinghabitsandexam-orientededucationconcepts.Intheclassroomteaching,theyusepersonalpronunciationexplanationsandsentencepatternexplanationstodominatetheclassroom,ignoringstudents'dominantposition.Thesurveyshowsthat77%ofstudentsreportedthatteachersindailyteachingaremorefocusedongradesratherthantheabilitytouseEnglish,somoststudentsarealsoweakinspeakingabilityandareafraidtospeak.3.2Poorteachingenvironment3.2.1TenseatmosphereThestudyofmoderneducationalpsychologyandteachingtheorytellsusthattheeffectivenessofclassroomteachingdependsnotonlyonhowteachersteachandhowstudentslearn,butalsooncertainteachingenvironments.Theteachingenvironmentreferredtohereincludesthephysicalenvironmentandspiritualenvironmentoftheteaching.Thisspiritualenvironmentreferstotheclassroomatmosphere.Agoodclassroomatmospherereferstoadominantandcomprehensivepsychologicalstateformedbytheteachingandlearningactivitiesaroundtheteachinggoalsbetweenteachersandstudentsandbetweenstudentsintheclassroom.Accordingtothesurvey,65%ofthestudentsthinkthattheEnglishclassroomatmosphereoftheirclassisnotactiveenoughandisveryserious,somanystudentsarenotinterested.Mostoftheteachersinthispartareolder,theteachingmethodsarerelativelybackwardandrigid,andtheyarerelativelysevere,causingmanychildrentohavefear.Therefore,inthiskindofclassroom,childrencan'tgivefullplaytotheirimagination,andcan'tdevotethemselvestoclassroomlearning.Itisverydifficulttotakelearningasastress,ifyouarenotinterestedinmotivation.But35%ofthestudentsthinkthattheirclassisveryactive,andthewaytheteacherteachesisveryinteresting.EverytimetheytakeEnglishclasses,theyareveryenergeticandtheirlearningefficiencyisimprovedalot.MostoftheirteachersTheyareyounganddynamicteacherswhohavejustgraduated.Theyhaveasmallagegapwiththeirclassmates,sothereisnosenseofdistancebetweenthem,andtheyaregoodatfiguringoutthechild’spsychologyandgoodatrelationswithstudents.3.2.2InfluenceofexternalfactorsonstudentsThevariousexperimentalcoursesandcomputercoursesofferedbytheschoolinthecityallowstudentstolearnandmastertheknowledgeinhands-onpractice.Inruralschools,someteachinghardwareandothereducationalhardwarefacilitiesarenotasgoodasthoseinurbanareas.Duetolimitedteachers,somecoursescannotbetaughtnormally.Childeducationdoesnothappenovernight.Itisinseparablefromparents'patientcounselingandcarefuleducation.Nowthattheeconomicconditionsarebetter,manyparentsinthecountrysidearebusyworkingtomeetmaterialneedsandneglectingtheirchildren'sconcerns.Manyparentsgoouttoworkandentrusttheirchildrentograndparents.Grandparentsareolderandhavenoculture.,Cannottutorthechild'slearning.55%ofthestudentsreportedthatparentsattachedgreatimportancetotheirEnglishlearningandwouldsignthemupfortutoringclasses,andtheyvaluedtheirgradesverymuchanddidnotfocusondevelopingtheirchildren‘sabilities.45%ofthestudentsreportedthattheirparentsdidnotletthemgotothetutoringclass.Partofthereasonisfinancialpressure,andpartofthereasonmaybethattheydonotwanttoputtoomuchpressureontheirchildren,buttheyalsovaluetheirchildren'sperformance.Parentsofchildrenwhoattendschoolincitiesgenerallypayattentiontotheirchildren'slearning.Afterschool,theysupervisethechildrentocompletetheassignmentsassignedbytheteacherinatimelymanner.Whentheyfindthatthereisaprobleminthechild’slearning,theycommunicatewiththeteacherinatimelymanner.Youcanparticipateinextracurricularinterestclassesafterclasstodevelophobbies.ThemostimportantthinginEnglishlearningislisteningandspeaking.Ofcourse,theessentialsarevideoandrecording.Nowmostschoolsareequippedwithmultimediateachingtools.TeacherscanplayvideosandrecordingsofEnglishlearningforstudentsintheclassroomtoimprovetheirlisteningability.However,insometownshipsandruralprimaryschools,multimediaandotherteachingequipmentisnotcomplete,andsomeequipmentisagingandcannotbeusedatall.YishuiisacountytowninLinyiCity,farfromthecitycenter.Althoughitcoversalargeareaanditseconomicdevelopmenthasbeenrelativelyrapidinrecentyears,theeconomicdevelopmentofthetownshipsbelowitisveryuneven.Yishuiislocatedinahillyarea,withinconvenienttransportation,alongwayfromthetownshiptothecountyseat,andinconvenienttravelbycar,leadingtouneveneconomicdevelopmentinvarioustownships.Elementaryschoolswithgoodconditionsareequippedwithadvancedfacilitiessuchasair-conditioningandmultimedia,whileteachingequipmentsuchasmultimediawithpoorconditionsareold,andprogressinEnglishlisteningteachingisdifficult,letalonespeakingpractice.Inthehotsummer,morethanfortystudentscrowdedintoanair-conditionedclassroom,whichmadethechildrenupsetandgreatlyreducedtheirlearningefficiency.WithoutthepracticeoflisteningandspeakinginEnglish,studentsarejustrigidbookknowledge,itisnothingmorethanexam-orientededucation,lackingpracticality.3.3InsufficientteachersDuetothelagginglevelofChina'sruraleconomicdevelopment,educationisalsofacingmanyproblems,suchasshortageofeducationfunding,seriouslagsincurriculumarrangementsandteachingmethods,seriousshortageofteachers,andlowlevelsofteachertreatment.Amongthem,whatneedstobesolvedurgentlyistheinstabilityoftheteachingteamandinsufficientteachers.Thepoorconditionsforrunningschoolsinruralareasandthelackofguaranteesforteachers'salarieshaveledtothecontinuouslossofruralteachers.Atthesametime,duetoinsufficientfundsandresources,ruralteachersgenerallylackopportunitiesfortrainingandpromotion,whichfurtherexacerbatesthelossofruralteachers.Manyparentsandteachersreportedthatcollegegraduateswithteacherqualificationsfromkeyuniversitieswillchoosetodevelopinlargecitiesinsteadofcomingtosuchremoteorruralareas.Inseveralcountyschools,mostoftheteachershavegraduatedfromkeyuniversities,whiletownshipsandruralprimaryschools,Englishteachershavegraduatedfromordinarytwocolleges.Moreover,youngteachersyearnforbigcities,thatleadstoinsufficientteachersinsuchremoteareas.AtLaizhuangElementaryschool,ateachertakesthreegradeEnglishcourses.Therefore,theteacherhasalotofworkpressure,anditisinevitablethattherewillbenegligenceduringthelearningprocess.Ibelievethisisnottheonlycaseinothersmallcountiesinourcounty,includingruralareas.Asthesayinggoes,peoplegotohigherplacesandwaterflowstolowerplaces.Thisphenomenonisalsoveryunderstandable.Afterall,livingstandardsandwagesinruralareasarefarworsethaninlargecities.Ontheonehandeconomyandenvironmentareverydifferent.Intermsofwages,differencesininvestmentineducationarecausedbyregionaleconomicdifferences.Insomebigcities,theeconomiclevelishigh,thegovernmenthasinvestedalotineducation,andteachersarewellpaid.Forsomeremotemountainvillagesandpoverty-strickenareas,theeconomicincomeislow.Forregionaldevelopment,thelocalgovernmentandfinancialdepartmentsatalllevelswillspendmoremoneyelsewhere,resultinginlesseducationfundsandlessteachers'salariesandtheconsequencesofnotevenbeingabletoissueinfull.Teachersofthesameageandlevelhavedifferentincomesduetodifferentenvironments.Theincomeofurbanteachersisfarhigherthanthatofruralteachers,sothatmostteachersarewillingtostayinthecitythroughselection,andarenotwillingtogotoruralareastosupporteducation.Ontheotherhand,thewelfareofteachersbasicallycomesfromvariousexpensesoftheschool.However,sincetheimplementationofthenine-yearcompulsoryeducationinChina,students'tuitionandfeeshavebeenwaived,andregulationsprohibitingarbitraryfeeshavebeenintroduced.Inthisway,althoughmanyschool-agechildrencangotoschool,ithasgivenschoolsBringingpressureonrevenueandexpenditure.Therefore,schoolsoftentrytocollectsomefees,adjustschoolexpensesandmaintainteacherwelfare.Inthisrespect,citiesclearlyhaveadvantagesoverruralareas,andforpoorareas,chargingisoftenimpossible.Andthroughfees,thewelfareofurbanteachershasmaintainedthepreviouslevel.Onthecontrary,ruralteacherscan’treceivenormalbenefits,andtheirlivingstandardshavebeengreatlyreduced.Asaresult,teacherswanttostayinthecityandenjoybetterbenefits.3.4DidnotcreateagoodEnglishcontextEnglishisaforeignlanguage,andtheChineseenvironmentinChinaismorelikelytoaffectteachers'teachingquality.Elementaryschoolstudents’Englishvocabularyfoundationandspokenlanguagefoundationarerelativelyweak.PersonalEnglishlearningstillneedstheconstantguidanceofteachers.TheEnglishsituationiscreatedtomeetthestudents’EnglishlearningneedsandhelpstudentsdevotethemselvestoastandardizedandconcreteEnglishenvironment.InthecurrentprimaryschoolEnglishclassroomteachinginChina,inordertopursueteachingprogressandguaranteestudents'test-takingability,someteachersadoptEnglishteachingintheformofgrammaticalsentenceexplanationandvocabularyreadingdemonstration,etc.RequirestudentstopracticealotofEnglishexercisesorwordexercises,whichinhibitsstudents'interestinlearning.Englishisalanguagesubjectwithhighflexibility.Mostwordsandsentencepatternsmustbedisplayedinafixedsituation.SomeEnglishteachersneglecttocreateacorrespondingEnglishteachingcontextforstudentswithvideoandaudio,whichisnotconducivetostudentsEnglishthinkingtraining.Duetothecontinuousimprovementofeconomiclevel,evenelementaryschoolsinruralareasaremostlyequippedwithmultimediaandotheraudio-visualteachingfacilities,but51%ofstudentsstillreportthatteachersrarelyusemultimediateachingduringclass,especiallyfortheelderlyTeachers,morethantenyearsoflessonplans,sentawaybatchesofstudents.3.5InsufficientteachingevaluationmechanismTheprofessionalteachingqualityevaluationmechanismmainlyadoptsacombinationofexternalevaluationandself-evaluation,andusesquantitativeevaluation,qualitativeevaluation,andmulti-channelevaluation.Theexternalevaluationofprofessionalteachingqualityadoptsmultipleevaluationmechanismssuchasstudentevaluation,peerevaluation,andevaluationbytheAcademicAffairsOffice.Atthesametime,itextensivelyabsorbssocialevaluationsinordertoconductafull-processevaluation,comprehensiveevaluation,andfullevaluationofteachingquality.Asmallnumberofclassmatesrespondedthatsometeachersgaveclassestostudentswhiledrunk.Feelfreetoventbademotionsonstudents,andsometeachersshouldbetroublesinlife,andworkirregularitiesshouldbeventedonstudents.However,inallelementaryschools,onlyteachersgivetestsandevaluationstostudents,andnostudentsdoevaluationsandevaluationstoteachers.Therefore,averysmallnumberofteachershavebeencorruptedbyteachers'morals,leavingagreatpsychologicalshadowonstudents.Thisleadstofearoftheclassroom,fearoftheschool.42%oftheclassmatesrespondedthattheteacher'sEnglishspeechwasmixedwithdialects,whichwasahugegapfromtheauthenticpronunciation.Andinthecourseoftheclass,teachersandstudentsusedialecttoteachandclass.Therefore,itisabigproblemforEnglishpronunciation.Apar