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1、沂水县小学英语教学现状调研报告An Investigation Report on the Current Situation of Primary School English Teaching in Yi shui County摘 要小学阶段是语言发展的关键期，思维方式和表达方式都不够成熟，这一时期的学生接受新事物的能力记忆力强，好奇心也强。因此，小学阶段的英语学习是非常重要的。通过对沂水小学英语教学现状的调研，发现不足并找到改进的方法，也是非常有实践意义的。此次调研主要是通过网上查资料和调查问卷的方式进行，对调查问卷样本数据做出分析，通过数据，了解目前本县小学英语教学的现状，发现问题，并
2、提出相应的改善对策。调查结果显示，目前沂水小学英语教学仍存在诸如师资力量不足、教学设备老旧、教师综合素质有待提高等问题。政府、学校、教师需要共同努力，提高师资水平，加大教育经费投入等相应的措施来改善这些问题。关键字：小学英语；教学调查；影响因素AbstractThe elementary school stage is a critical period for language development. The way of thinking and expression are not mature enough. During this period, students have a s
3、trong memory and curiosity to accept new things. Therefore, English learning in elementary school is very important. Through the investigation of the current situation of English teaching in Yishui elementary school, it is also very practical to find deficiencies and find improvement measures.The su
4、rvey was mainly conducted through online data and questionnaire surveys. The sample data of the questionnaire was analyzed. Through the data, the current status of primary school English teaching in the county was found, problems were found, and corresponding improvement measures were proposed.The s
5、urvey results show that , English teaching in Yishui elementary school still has problems such as insufficient teachers, old teaching equipment, and teachers comprehensive quality to be improved. The government, schools, and teachers need to work together to improve the level of teachers, increase i
6、nvestment in education and other corresponding measures to improve these problems.Keywords: elementary school English, teaching survey, influence factorContents Chapter One Introduction11.1 Research Background11.2 Research Status at Home and Abroad11.2.1 Research status abroad11.2.2 Research state i
7、n China21.3 The purpose and significance of the topic2Chapter Two Research Process and Design42.1 Respondents42.2 Research methods42.3 Questionnaire design4Chapter Three Problems in English Teaching in Primary Schools in County63.1 Teachers comprehensive quality needs to be improved63.2 Poor teachin
8、g environment73.2.1 Tense atmosphere73.2.2 Influence of external factors on students73.3 Insufficient teachers93.4 Did not create a good English context103.5 Insufficient teaching evaluation mechanism103.6 Teaching methods are old-fashioned and not innovative enough11Chapter Four Improvement Measure
9、s and Countermeasures134.1 Improve teachers comprehensive quality and professional ability134.2 Increase teaching funding144.3 Expand the teaching staff154.4 Create a good English context164.5 Improve the school management system and establish a standardized inspection system184.6 Enhance the divers
10、ity of teaching methods19Conclusion21References23Appendix24Acknowledgements2525Chapter One Introduction1.1 Research Background At the third plenary session of the 18th CPC central committee, China put forward a major state policy of comprehensively deepening reform and building a new silk road econo
11、mic belt and a 21st century maritime silk road. The Belt and Road is more about the communication and cooperation among many countries and nations. Therefore, the communication among them all needs language as the medium. In the face of the drastic changes in the international form, its requirements
12、 for foreign language talents have been put forward to a higher level. Indeed, elementary school is a critical period for learning a language and a starting point for learning English. Studies by psychologists and physiologists have also shown that without proper training in childhood, some brain fu
13、nctions can atrophy and be lost and cannot be recovered in adulthood even with increased training, particularly language. Language learning is very important and must be fully developed during its sensitive period.At the beginning of the 21st century, China officially took English as the primary sch
14、ool curriculum. In 2001, the Ministry of Education made a clear decision in the Guidelines of the Ministry of Education on Actively Promoting English Curriculum in Primary Schools: The establishment of English courses in primary schools is an important part of the basic education curriculum reform i
15、n the early 21st century. The document also proposes that the basic goal of promoting English courses in primary schools is: beginning in the fall of 2001, English lessons are gradually offered in urban and county primary schools across the country; in the autumn of 2002, English courses are gradual
16、ly being offered in township primary schools around the country; Usually third grade. So far, more than ten years of exploration and progress have been made in primary school English teaching, and great progress has been made, but at the same time, there is still much room for improvement, especiall
17、y with the progress of the times and the development of primary education in remote areas, there are many needs Perfect place.1.2 Research Status at Home and Abroad1.2.1 Research status abroadDue to the rapid development of many disciplines such as linguistics, psychology and sociology, foreign lang
18、uage teaching research has entered a brand new stage. In the past two decades, foreign scholars have done a lot of research on the general rules of foreign language learning, learner characteristics and specific teaching methods, and have made great progress. For example, the psycholinguist Leniberg
19、 proposed the influential critical period hypothesis. He believes that language is the product of the brain, and the development of language ability is strictly restricted by the physiological basis of human beings. Primary school students thinking and expression are not fully formed, which is the k
20、ey period for learning language and pronunciation. There are many foreign studies on English teaching methods, and there are many classifications, including grammar translation method, direct method, listening and speaking method, audio-visual method, natural method, cognitive method, and communicat
21、ive method. Grammar translation method is widely used in English teaching, but this method focuses on grammar teaching, ignoring the cultivation of students spoken language, and is not suitable for English beginners. Due to the unexpected behavior of the grammatical translation method, the direct me
22、thod is produced. In order to overcome the shortcomings of the indirect method, the American researchers Bronfield and Yekas have formed the teaching method of the listening and speaking method. Since 1970, communicative methods have emerged in Western Europe, and European countries such as Britain,
23、 Germany and France, have explored the emergence of communicative teaching methods. Different countries have different starting time for English courses in elementary schools. European countries have started earlier, such as the Netherlands since 1986. Elementary school students from 10 to 11 years
24、of age started to support the English-invited courses; French English courses were taught from the fourth grade. Among Asian countries, India was once a British colony, with a good foundation of local English and relatively successful English teaching.Primary school English courses have been offered
25、 as foreign languages since the 1970s and 1980s. The history is not long. The research results of primary school English teaching abroad have provided learning experience for the establishment of primary school English courses in China.1.2.2 Research state in ChinaIt was published in Peoples Educati
26、on as early as 1997, and it attached importance to the investigation and research before decision-making-Research on Improving the Efficiency of Primary School English Teaching. In 2003, Li lingyun published a masters thesis Investigation and Reflection on the Current Situation of Primary School Tea
27、ching in Some Rural Areas of China. From 2003 to 2020, those without mathematics published articles on the investigation and countermeasures of the current situation of English teaching in primary schools, and put forward various suggestions.1.3 The purpose and significance of the research With the
28、change of the times and the advancement of the new curriculum reform, it is required to learn English well in the elementary school, otherwise it will be difficult to make the English teaching in primary and junior high schools truly connect. Through investigation, we will study some problems in Eng
29、lish teaching in primary schools, in order to conduct more targeted English teaching in primary schools, so that English teaching in primary and junior high schools can be better connected. According to the investigation of several primary schools in Yi shui County, the current situation and problem
30、s of English teaching in primary schools are put forward, and some corresponding countermeasures are proposed. Although in recent years many scholars have advocated the promotion of traditional culture and proposed to reduce the proportion of English subject scores in elementary and middle school ex
31、aminations, it has also made many primary and secondary school students think that learning English is not so important. But learning foreign cultures is not abandonment of traditional culture, but learning new skills and learning new cultures. The author would like to through this survey to underst
32、and the attitudes of students in several primary schools in Yi shui of English learning and the problems in teaching.Chapter Two Research Process and Design2.1 RespondentsFor the investigation of learning status, the most direct group is the students themselves. Therefore, the main research object o
33、f this survey is some elementary school students in Yi shui. Because the epidemic situation cannot go out, the groups that can be reached are also very limited. Therefore, the data can only be counted as a rough statistic, and there may be a certain gap with the real one.2.2 Research methodsDue to t
34、he epidemic situation, it is difficult to conduct on-site inspections, so the online survey method is adopted. Information is collected mainly through questionnaire surveys, WeChat chats, telephone interviews and other methods. In addition, schools are delayed due to the epidemic situation, so many
35、schools teach through the Internet, so after getting the teacher s consent, they also listened to a few classes in their online classroom. It is very different, but you can also see the teaching style of a teacher. With their consent, we got WeChat from parents of some elementary students and the ph
36、one and WeChat of the teachers through their friends and relatives, and learned about the state of the school and the students study in the school through consultation. Through these methods, a large amount of materials and information were collected, and the situation of students, teachers, and sch
37、ools was roughly understood.2.3 Questionnaire designThe questionnaire designed a total of 20 questions, the target group was 234 primary school students. Include multiple choice questions and suggestions. In addition to the gender, grade and school necessary questions, a series of questions includin
38、g the age range of the teacher, whether they are interested in English, the evaluation of the classroom atmosphere, the evaluation of the teachers teaching methods, Expectations of the schools teaching environment, suggestions for the way teachers teach, etc. It also involves issues such as primary
39、school students perception of English listening and speaking ability, whether to learn English actively after class, and the importance that parents attach to English. The main reason for designing these problems is that primary school students are the main group of learning, and their thinking and
40、expression methods are not mature enough. Their subjective motivation is a very important factor in learning. Many children are tired of this subject because they are afraid or do not like a teacher. Or you havent found any learning tips and dont take the initiative to study after class. This result
41、ed in poor grades and did not show much interest in this course. Therefore, through a detailed investigation of primary school students, we can see their attitude towards English learning.Chapter Three Problems in English Teaching in Primary Schools in County The learning environment, teaching force
42、 and teaching facilities of county and township are quite different. The survey selected Yi shui Experimental Primary School in the county town, Fu guan zhuang Central Primary School in the town and Lai zhuang Primary School in the countryside as the main research objects. The purpose is to compare
43、existing primary schools, township and rural primary schools, and find the differences.3.1 Teachers comprehensive quality needs to be improvedDue to the influence of factors such as regional economy and the speed of information dissemination, there are large gaps between urban education and rural ed
44、ucation in resource allocation. Under normal circumstances, the overall quality and teaching ability of English teachers in rural primary schools are slightly lower than the average level of English teachers in developed cities. In addition, they are also affected by factors such as teaching habits.
45、 The pronunciation standard of some primary school English teachers needs to be improved, which affects Students English listening and pronunciation. Among the 238 students who participated in the questionnaire survey, as many as 70% of the students believed that the teachers spoken pronunciation wi
46、ll affect their pronunciation, especially in the schools in towns and villages. Many students have developed a very serious Chinese English, and it is difficult to change once the memory is formed. In addition, some teachers will bring personal emotions to the classroom. The teachers lecture status
47、has a great impact on the classroom atmosphere. 83% of the students feedback that if the teachers mood is not good, it will affect their mood to listen to the class.The promotion and development time of multimedia teaching methods in China s education is relatively short, and modern technology is ch
48、anging with each passing day. Some teachers personal multimedia teaching abilities cannot keep up with the development of the times, so that they neglect such as micro-teaching and flipping classroom teaching 、 Situation creation teaching and other diversified teaching methods have led to the unity
49、of primary school English classroom teaching activities. Some English teachers are influenced by factors such as teaching habits and exam-oriented education concepts. In the classroom teaching, they use personal pronunciation explanations and sentence pattern explanations to dominate the classroom, ignoring students dominant position. The survey