The first part: Research on the optimization of primary school English extracurricular reading.
abstract:
With China's more and more integration into the international community, the importance of English has been paid more and more attention. Therefore, modern education pays more and more attention to English teaching. The primary school stage is the stage for students to lay the foundation. During this period, teachers should guide students to form good study habits and learn more English, so as to lay a foundation for their future English study. Language learning can't be separated from reading, which can help students master knowledge faster and improve the quality of knowledge. In the process of modern primary school English teaching, teachers should not only guide students to do well in-class reading, but also attach importance to extracurricular reading, so as to further promote the development of students' ability through extracurricular reading. However, due to various factors, the quality of extracurricular English reading teaching in primary schools needs to be further improved. Primary school English teachers should find out the problems existing in extracurricular reading teaching and find out the root of the problems, so as to really solve these problems.
Key words:
Primary school English; Extracurricular reading; Problems and suggestions
At present, the quality of English extracurricular reading teaching in primary schools needs to be further improved. This is mainly because, as far as the current situation is concerned, English teaching in primary schools has not really played a good role in extracurricular reading teaching. Influenced by traditional teaching concepts and inappropriate teaching methods, there are some problems in the quality of reading teaching in modern primary school English teaching. The existence of these problems has a great negative impact on the improvement of students' English literacy and the development of their comprehensive quality. In this case, teachers should find out the root of the problem in time and find the most suitable solution. In the process of practical application, teachers need to adjust and improve according to the actual teaching situation in order to really do a good job in reading teaching.
1 What needs to be improved in the current extracurricular reading teaching in primary schools?
1. 1 The status of extracurricular reading teaching needs to be improved.
As far as the actual situation of extracurricular reading teaching is concerned, the status of extracurricular reading teaching needs to be further improved. At present, teachers and school leaders have not really realized the importance of extracurricular reading teaching, so in the actual teaching process, teachers' extracurricular reading teaching will have greater resistance. For example, teachers are more willing to spend their study time on textbook knowledge, which can better ensure the improvement of students' English reading ability. Primary school students are relatively young, and students can't learn independently at the primary school stage. In this case, the direction of teachers' guidance to students basically determines the learning direction of students. However, many teachers are unwilling to spend time guiding students' extracurricular reading, so the quality of extracurricular reading teaching will inevitably be problematic.
1.2 Teachers' teaching methods need to be improved.
Many teachers think that extracurricular reading teaching is not important, so in the teaching process, teachers don't really pay attention to reading teaching. When choosing teaching methods, teachers don't choose and consider carefully, but assign tasks to students at will, so that students can read by themselves. In addition, the teacher did not arrange guiding questions about reading content, so that primary school students who lack sufficient self-study ability will inevitably encounter more problems in their studies. This will have a huge negative impact on the cultivation of students' reading ability.
2. Some suggestions to improve the quality of English extracurricular reading teaching in primary schools
2. 1 Pay attention to extracurricular reading teaching
In order to really do a good job in extracurricular English reading teaching in primary schools, we must first help teachers, schools and students to really pay attention to extracurricular reading teaching. Only when teachers and schools really attach importance to extracurricular reading teaching can students really attach importance to reading teaching. After all, students' self-management ability is relatively poor in primary school, and learning depends on the guidance and help of teachers. In the process of learning, teachers should clearly understand the leading role of teachers in students' learning. In the actual teaching process, teachers should let students actively think and summarize, so that students can feel the improvement of their abilities in the process of learning. In order to truly reflect the importance of extracurricular reading teaching, schools can organize some activities in a planned way, so that teachers and students can really put their energy into extracurricular reading through activities. For example, schools can organize students to hold related competitions with the theme of extracurricular reading, and stimulate students' interest in extracurricular reading through competitions. In addition, the school can also ask teachers to carry out related theme class meetings or related theme activities. In this way, students can truly realize the importance of extracurricular reading. Moreover, in the teaching process, teachers should also pay attention to that when there are problems in teaching, teachers should adopt flexible ways to solve these problems in time.
2.2 Enrich students' extracurricular reading content
The development of extracurricular reading teaching needs a lot of resources as support. Only in this way can we really carry out high-quality reading teaching. In order to achieve this goal, teachers should consciously collect relevant information and choose different reading contents according to students' development and interests, which can better stimulate students' reading interest and effectively improve students' reading quality. This is really helpful to improve the content of reading teaching.
2.3 Professional guidance for students
In the teaching process, teachers also need to pay attention to giving students professional guidance. Students' learning ability is relatively poor, so teachers should give students scientific guidance, guide students to learn, and provide students with scientific reference suggestions in time when encountering problems. The extracurricular reading teaching in primary school English has an extremely important influence on the improvement of students' English literacy. Teachers should promote the improvement of students' reading quality through scientific teaching methods. Only in this way can students' English literacy and comprehensive quality be really improved, which is also what primary school English teaching should do under the background of quality education. Only in this way can we truly meet the requirements of modern education.
Author: Lingling Unit: Shu Ren Primary School, Gaoyou Development Zone, Jiangsu Province.
References:
Wang Ying. On the problems faced by primary school English extracurricular reading and the optimization countermeasures [J]. Education and Teaching Forum, 2013,21:105-106.
[2] Liu Chunxia. Problems in English reading after class in primary schools and their optimization countermeasures [J]. New Curriculum (2), 2014,02: 8
Part II: Analysis of English Unit Review Class in Primary Schools.
I. Background introduction
201565438+1October 12. Near the end of the term, sanhe city Primary School English Class organized a training activity. This training is mainly aimed at the unit review class of primary school English, and has carried out observation and research. The author listened to a unit review class for grade four. The teacher comes from a rural primary school and is a young teacher who has worked for less than two years. The teacher's enthusiasm for teaching is high, and the pronunciation and intonation are pure and standard, which left a deep impression on the author. However, due to teachers' lack of teaching experience, there are problems in the determination of teaching objectives and the design of teaching links. Therefore, the author analyzes these problems one by one, and puts forward his own thinking and corresponding improvement suggestions.
Second, the teaching content
This class is a unit review class. The teaching content is selected from the sixth unit "Meetmyfamily" in the first volume of the fourth grade of the primary school English textbook published by People's Education Press. The topic of the unit is familyandjob, which involves family members and professional vocabulary: parents, uncles, aunts, cousins, little brothers, nurses, doctors, drivers, cooks, farmers and so on. This sentence pattern is a practical communication term used to ask family members and occupations:-How many people are there in your family? -Three. Is this yours? Yes, it is. /no, it isn't. What is his/her job? -He/she ... Analysis of teaching objectives and suggestions for improvement Teachers' teaching objectives are as follows:
1. Can listen, speak and recognize unit words.
Parents, uncles, aunts, cousins, younger brothers, nurses, doctors, drivers, chefs, farmers.
2. Be able to listen, speak and identify sentence patterns of reading units.
How many people are there in your family? -Three. Is this yours? Yes, it is. /no, it isn't. What is his/her job? He/she is ...
In terms of written expression, there is no problem with the two teaching objectives set by the teacher, and he pays attention to using accurate behavioral verbs (listening, speaking and reading) to describe the achievements of students' learning behavior. However, the author believes that the teaching objectives set by the instructor have been achieved by most students in the new class, which is not suitable for setting the objectives of this review class.
Suggestions for improvement are based on the analysis of teaching materials, learning situation and teaching difficulties. The author thinks it is reasonable to determine the following teaching objectives:
1. Students can summarize the words that represent family members: parents, uncles, cousins, little brothers and words that represent occupations: nurses, doctors, drivers, cooks and farmers.
2. Students can use the above words and functional sentence patterns to ask family members and their occupations in the situation:-How many people in your family have occupations? -Three. Is this yours? Yes, it is. /no, it isn't. What is his/her job? He /Sheisa ...
3. Students can realize that all work is beneficial when they talk about their careers and those of other family members. Through improvement, the teaching objectives are more in line with students' cognitive basis; At the same time, the infiltration of learning methods and strategies in the review process has improved students' ability to summarize, summarize and communicate in English. Through the determination of goals and guidance to students, it also reflects the infiltration of moral education in disciplines, so that students can naturally experience all beneficial work in activities.
Third, the teaching process analysis and suggestions for improvement
1. Introduce new lessons and review vocabulary.
(1) At the beginning of the class, the tutor plays a video about family members to lead them into learning. The teacher puts a slide to show all the family members involved in this unit. Ask the students to answer who they are in turn according to the pictures, and read the vocabulary: parents, uncles, aunts, cousins and little brothers.
(2) Next, teachers and students ask questions, and students retell the words. The teacher asked the students' parents' occupations first, and then asked the characters' occupations on the slide. The students answered. After that, students read these professional words repeatedly: nurse, doctor, driver, chef, farmer.
This paper analyzes that teachers ignore students' dominant position when guiding unit vocabulary review. The teacher keeps asking questions and reading aloud repeatedly, and students are always led by the teacher. This hinders the development of students' thinking and is not conducive to cultivating students' autonomous learning ability.
Suggestions for improvement The English Curriculum Standard for Compulsory Education (20 1 1 version) puts forward in the second-level learning strategy standard that you can actively review and summarize what you have learned. Therefore, in this link, teachers should guide students to sort out and summarize the vocabulary of this unit instead of asking questions and reading repeatedly. The author thinks that after playing the video about family members, the teacher introduced today's theme: Today we are going to talk about totalkaboftfamily. How many people are there in your family? Who are they? Whatotherfamilymembersdoyouknow？ Most students are only children. If they only answer the first question, they can only say parents, grandfathers, grandmothers. The second question is which other family members do you know? Then students can be guided and inspired to sum up all the words representing family members, including words such as father, mother, brother and sister in Grade Three. In this way, teachers can not only help students to establish the connection between old and new knowledge, but also spread students' thinking, develop students' classified association, activate existing knowledge and improve students' ability to remember words in blocks. Similarly, when reviewing professional vocabulary, the teacher can ask students what other jobs you know besides talking about the work of students' family members. It's better than the teacher pointing at the picture and asking what/her job is. And the effect of repeated reading is much better. Ask questions directly from pictures, and you can only speak pictures and practice calligraphy; And open questions can activate students' network thinking, thus greatly improving learning efficiency.
2. Review sentence patterns and expand.
When reviewing the main functional sentence patterns in this unit, the teacher set up such a situation: show a photo of his family with a slide. (1) First, the teacher said: Thisispictureofmyfamily. ihaveabigfamily。 After the teacher showed the family portrait, the main sentence pattern of this unit on the blackboard-is this your ...-Yes, it is. /no, it isn't. What is his/her job? -He/she ... and then read it over and over again. (2) Then, the teacher asked the students to take out the questionnaires handed out in advance and told them: Let's investigate your family and your needs with your partner, and then talk about your family. Students work in pairs. First, fill in the form, and then talk about their family situation.
Analytical English curriculum standards advocate the idea and teaching methods of creating as many opportunities for students to use language in real contexts as possible. In my opinion, it is a good idea for teachers to set the situation with family photos, which can help students review sentence patterns in real context and conform to the concept of curriculum standards. But the teacher didn't give the students a chance to sort out the sentence patterns themselves, but wrote the sentence patterns directly on the blackboard to read. Although students can recognize and read these sentences, they learn passively, rather than actively recall and memorize the functional sentences they have learned in the situation, which leads them to keep looking up at the blackboard when completing the investigation activities and fail to achieve the expected results.
Suggestions for improvement I believe that after showing family photos, teachers can guide students like this: thisiaaphotoofmyfamily. ihaveabigfamily。 Look at my photos. Do you have any questions? Canyouaskquestionsaboutmyphoto？ Let the students actively recall and use the functional sentences in this unit. If it is a group activity, it can also inspire each other to achieve the purpose of consolidating review. Students will also be very interested, active in thinking and flexible in using. How many people are there in your family? Is this yours ...? What is his/her job? Ask questions such as sentence patterns to satisfy their curiosity about the teacher's family situation. In the communication with students, teachers should be good at finding students' problems and reading sentences that students can't master well, so as to find out the defects and fill the gaps in the review class. This will not only enable students to sort out, summarize and use the main sentence patterns in the real context, but also set a good example for the following activities. At the same time, the teacher talked about his parents' work and proudly said, "They are very helpful!" " "Let students realize that there is no distinction between high and low occupations in this environment of' moistening things and being silent'. In addition, the author thinks that teachers can change the follow-up investigation activities to Talkaboutmyfamily. Students can take out their family photos and talk in pairs. In this way, the language situation tends to be real, closer to students' lives, and the operation is naturally more effective.
Consolidation exercise
In the process of consolidating the exercises, the instructor showed the following exercises:
The purpose of analysis exercise is to consolidate the knowledge of this unit and test the effect of review. The exercises designed by the teacher should be targeted. However, the author found that the reading material chosen by the instructor when designing exercises was the original text of the Readandwrite section on page 63 of the textbook, and the exercises after the text did not change. Students are already familiar with this problem, and it is easy to finish the exercises, but they have not achieved the new promotion goal of reviewing old knowledge. Suggestions for improvement The author believes that it is very necessary for teachers to design several exercises for students to complete in the unit review class, which can help students consolidate their knowledge and feedback the review effect. Teachers should combine the difficulties of unit knowledge with the content that students are prone to make mistakes in the learning process to design exercises. Therefore, the author redesigned the exercise:
( 1) Lookandmatch。
(2) Readandtick(√)orcross(×) Look! Thisisaphotoofmyfamily。 This is my father. He is a doctor. He is very strong. He likes sports. This is my mother. She is also a doctor. She is very friendly. This is my kitten. So cute! (1). My parents are doctors. My father's favorite sports. (3) my Motheristallandstrong. My mother is very friendly. (5) There are two exercises selected by the author, which are illustrated with pictures and texts, from easy to difficult, and conform to the cognitive characteristics of fourth-grade pupils. The first question is the basic question, which examines students' ability of observation, reading and memory in the form of pictures and connections. The second question mainly examines students' reading comprehension ability and tests whether students can use what they have learned to read the text and make judgments. Among the five small questions, there are facts to understand, comprehensive judgments, and different designs to distinguish text information. Designing exercises in this way takes care of the different needs of students at different levels and respects the individual differences of students.
Four. Concluding remarks
According to the author's analysis and suggestions for improvement, the teacher improved his teaching objectives and teaching process. When the teacher finished this unit review class again, the author found that the initiative and enthusiasm of students to participate in classroom activities were obviously improved, and the review effect was outstanding. Therefore, the author believes that in the unit review class, teachers should not only pay attention to the review and consolidation of students' knowledge, but also consciously cultivate students' ability to summarize, summarize, generalize and actively use knowledge. In order to achieve this goal, when designing activities, teachers should pay attention to designing activities that are close to students' real life, create real language environment and tasks for students, check and fill gaps, develop pragmatic competence, learning strategies and emotional attitudes, so as to improve the effectiveness of review classes.
Part III: Diversified English classroom teaching in primary schools.
1. The core idea of multiple intelligence theory
1. 1 People's intelligence is diverse.
Psychologist howard gardner believes that intelligence is a tool that individuals use to learn, solve problems and create a lifetime. People's intelligence is diverse, and everyone is composed of at least eight kinds of intelligence, namely, speech-language intelligence, logic-mathematics intelligence, music-rhythm intelligence, visual-spatial intelligence, body-kinesthetic intelligence, self-knowledge and introspection intelligence, interpersonal intelligence and natural observation intelligence (Gardner 1983).
1.2 Different people have different intelligence.
Eight kinds of intelligence are equally important in everyone's intelligence structure, but they are combined in different ways and show different degrees in different people. Every normal person has his own intelligence intensity (Gardner 1999).
1.3 can promote the development of mental retardation by cultivating and developing its advantages.
Eight kinds of intelligence are constantly developing and changing with the change of environment, and these intelligences interact with each other. The cultivation and development of some intelligent advantages can drive the development of other intelligent weaknesses. As long as the favorable environment and guidance are provided, eight intelligent can develop to a fairly high level for everyone. Edgeworth Beresford David, 2003.
2. The premise of constructing diversified English classroom teaching in primary schools
2. 1 Establish an optimistic outlook on students.
According to the theory of multiple intelligences, every student is excellent, and every student has at least these eight basic intelligences. Only through proper training can every student become a talent. (Gardner 1999). As a primary school English teacher, we should create various situations for students to show their intelligence and create opportunities for each student to show their intelligence and personality.
2.2 adhere to the "people-oriented" teaching philosophy.
The theory of multiple intelligences holds that the real goal of teaching is the development and all-round development of students' intelligence. Let every student have the opportunity to participate in classroom activities, let every student's intelligence be fully developed and developed, let every student experience happiness and a sense of accomplishment in the process of intelligent development, and let every student become the main body in the classroom.
2.3 Multi-directional observation of students' intelligence tendency, the establishment of intelligent development record bag.
Understanding students' intellectual characteristics and intellectual development is the premise of organizing classroom teaching activities. To understand students, we should focus on discovering their intellectual advantages in the multi-intelligence structure and their relative advantages and abilities in different intellectual fields. In the classroom, teachers can observe students' unusual behavior, thus judging students' intellectual tendency. For example, students with strong verbal-linguistic intelligence often actively answer questions in class, and sometimes even talk nonsense; Students with strong visual space intelligence are good at explaining pictures and charts, but they like to scribble on books or daydream in a daze; Students with strong physical-kinesthetic intelligence are energetic in the playground, but they often fidget in class; Students with strong interpersonal intelligence have strong organizational skills in classroom activities and so on. Teachers can also judge children's intelligence tendency by observing students' behavior in extracurricular practical activities or consulting parents and children's intelligence performance at home. According to the multi-directional observation results, a record bag of intelligent development is established for each student to cultivate students' intelligent development purposefully.
3. Construct diversified English classroom teaching in primary schools.
3. 1 Develop diversified English classroom activities in primary schools to promote students' diversified intellectual development.
In primary school English class, teachers should consciously carry out diversified activities to promote the development of all kinds of intelligence. For example, brainstorming, photo editing dialogue, English interview and other activities to strengthen oral English can promote the development of students' oral-linguistic intelligence; English number competitions, English number games and shopping payment activities can promote the development of students' mathematical intelligence; Reading English short articles, drawing floor plans, distinguishing objects from different angles and coloring as required can promote the development of visual space intelligence; Role-playing, performing drama, listening and doing actions can promote the development of body kinesthetic sense; Singing English songs and writing English poems can promote the development of musical rhythm intelligence; According to different teaching contents, allowing students to introduce themselves or others according to their own characteristics can promote the development of students' self-knowledge, introspection and intelligence; Group discussion, two-person dialogue and other activities can promote the development of interpersonal intelligence; After watching the animation, introducing the growth process of animals and plants or the process of making food can develop students' natural observation intelligence.
3.2 Adopt diversified strategies for organizing classroom activities and pay attention to the development needs of all students.
The most important task of teachers in class is to "create an environment conducive to learning". The effectiveness of classroom activities directly affects students' participation and the development of their intelligence. For example, in order to better cultivate students' verbal-linguistic intelligence and interpersonal intelligence, try to design real language environment and language tasks in classroom teaching; Sometimes, in order to carry out English activities, students' seat position can be changed reasonably, and the positive factors of students' visual space intelligence can be mobilized; When leading students to sing unit theme songs and ballads, try not to restrict students' activities, so that students' musical intelligence and body-kinesthetic intelligence can develop simultaneously. When organizing classroom teaching activities, teachers should pay attention to grouping students with different intellectual strengths in a reasonable way, so that each student has the opportunity to participate and show it in the activities, thus experiencing the fun of learning and promoting the all-round development of intelligence.
summary
The author applies the theory of multiple intelligences to construct diversified primary school English classroom teaching, aiming at promoting the all-round development of each student's unique personality and intelligence by expanding the learning content and knowledge representation in primary school English classroom, so as to practice the basic concept of the new curriculum standard in real primary school English classroom.