First, creating an English environment and stimulating students' interest in a good English learning environment can effectively promote English learning and improve teaching efficiency. Provide students with opportunities to use English and stimulate their interest in learning English. How to create a good English learning environment? As far as rural primary schools are concerned, I think:
First, make English visible. Being located in a remote suburb, students seldom come into contact with English. Therefore, on campus, students should try to see English in every corner, including school signs, office, classroom and activity room numbers, English publicity windows, various signs and so on. In class, try to let students see their own works, such as English calligraphy and English handwritten newspapers.
Second, make English tangible and audible. That is, classes, corridors and even stairs give students sensory stimulation, and English broadcasting rooms are set up to let students hear and feel English.
Third, let English be used. It is necessary to consider students' actual level and physical and mental characteristics, design moderately difficult task activities from their reality, carry out colorful English activities, let more students make their mark in the teaching and research area, design teaching methods, study educational papers, participate in English activities in their daily work, and stimulate students' enthusiasm for learning English. Such as: English corner, English activity group, playing English songs and stories during lunch break every day, learning to sing English songs, performing short plays, reciting poems, and exhibiting handwritten newspapers.
Second, strengthen teaching research and improve classroom efficiency. For rural primary schools, under the existing teaching environment, the main channel for implementing English teaching is classroom. It is particularly important to improve the efficiency of classroom teaching. The reasons are as follows: English teachers in rural primary schools have a heavy workload, and some even take part-time classes; The amount of English classes is small, which fails to ensure that there are English classes every day; The class size is too large, the students are very different and so on.
1. Improve teaching skills and optimize classroom management. Wei Shusheng said: "The cultivation of habits is often more important than teaching methods and can achieve unexpected results." The common problems in classroom teaching management are dull classroom atmosphere and chaotic classroom order. Pupils are lively and active, their learning endurance cannot last long, and their thoughts are easily dispersed. To make students learn interestingly and effectively, teachers should constantly adjust the rhythm of classroom teaching, keep moderate relaxation, and combine static and dynamic rhythms. If the teacher's intensive reading class is immediately transferred to the students' practice, the students may be a little tired after a certain amount of mechanical practice such as follow-up and replacement. At this time, according to the physiological and psychological characteristics of primary school students, students can be organized to play games, sing, perform and compete to stimulate their interest. After a lot of high-density and fast-paced exercises, give students some time to control themselves, read books, recite words, listen to tapes or practice writing, so that they have the opportunity to recall, chew and digest newly learned knowledge. At the same time, it can also make the classroom atmosphere change from lively and noisy to quiet and peaceful, without long-term noise.
2. Communicate with parents frequently and strengthen the interaction between home and school. Parents of students have great differences in English learning attitudes, learning styles and methods, especially in rural areas. Teachers should take the initiative to contact parents, but also attract parents to participate in the educational process and strengthen the interaction between home and school. If English teaching is open to parents, hire parents as volunteer counselors in the English corner. Teachers can give students homework such as "teaching parents to learn words and say sentences", and then evaluate "who is the most competent", and extend the "English classroom" of the school to "home classroom" to help parents understand primary school English and promote students to learn English well in the process of "contact" and "interaction" with parents.
3. Communicate with teachers frequently, unify the teaching rhythm, cooperate with the class teacher, and jointly build the class style and study style, which can effectively promote English teaching. Because of the identity of educational objects, the unity of educational purposes and the complementarity of educational methods, there is a good foundation for establishing harmonious interpersonal relationship between English teachers and class teachers. However, there are differences between English teachers and head teachers in teaching objectives, teaching tasks and teaching methods. In particular, some class teachers only serve as teachers in any subject, and the differences between them will be more obvious. Therefore, English teachers should communicate with the class teacher more about students' learning, unify the requirements for students and the pace of education, and participate in the construction of class style and study style, so as to better teach primary school English.
Third, establish a learning mechanism and enjoy teaching resources. Nowadays, English teachers in rural primary schools pay more attention to seeking external support, relying on external forces to improve their own level, while ignoring internal learning exchanges and tapping their own internal potential. Practice has proved that the learning-oriented teaching and research group is the source of strength for the continuous development of English in rural primary schools and the fundamental guarantee for improving the overall teaching quality. English teachers in rural primary schools have relatively low English professional level, low enthusiasm for autonomous learning and limited opportunities to go out to attend classes. This state is difficult to adapt to the ever-changing English teaching in primary schools.
Schools should create a stage for English teaching and research groups and teachers to show themselves, so as to promote the formation of learning teaching and research groups. For example, the teaching and research group can carry out English talent show, English teacher speech contest, project research plan review and so on. Carrying out "Salon" activities is conducive to the opening of teaching and research activities from closed to open, to the sharing of wisdom among teachers, and to the formation and development of learning organizations. "Salon" activities can be in various forms, such as attending classes, evaluating classes, preparing lessons, and exchanging teaching experience.
As a foreign language, English needs our parents, teachers and students to join hands every day, persevere and persevere, let good habits flow forever, let us "dark horses" in the countryside go forward more bravely, let those flowing "flowers" bloom beautifully, and make a greater leap in the quality of English teaching in rural areas. I believe that English teaching in rural schools will be better tomorrow.