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After the new curriculum reform, in order to meet the new requirements for primary school English teachers in the basic education stage, as a local undergraduate college to train future primary school English teachers, its oral English courses for primary school education majors must be reformed. This paper takes the oral English course of primary education major (English direction) in local undergraduate colleges as the research object, finds out the factors that affect the improvement of students' oral English, puts forward corresponding strategies, reforms the existing teaching mode, and improves the oral English level of normal students, so as to meet the needs of primary English classroom teaching and adapt to the teaching reform of basic education.

Keywords: new curriculum reform; Primary education major; Oral English; Curriculum revolution

In 2004, the Ministry of Education issued "Guiding Opinions on Further Strengthening Teachers' Training in the New Curriculum of Basic Education", which pointed out: "Teachers' colleges and teachers' training institutions should further establish the guiding ideology of serving basic education, …… according to the requirements of the new curriculum reform for teachers, reform teachers' education and training mode, update teaching contents, teaching methods and teaching means, and improve the quality of running schools. We should pay attention to strengthening the training of teachers of comprehensive courses and strive to send new teachers who meet the requirements of the new curriculum for primary and secondary schools. "[1] With the deepening of the curriculum reform of basic education in China, the primary English education in China has undergone fundamental changes, and the requirements for primary English teachers who undertake primary English courses have been further improved. However, due to various practical factors, the oral English level of primary school English teachers in underdeveloped areas in the west is worrying. In primary school English class, English teachers' oral English level has a far-reaching impact on classroom teaching effect. In order to meet the needs of normal education, the teaching content of the current oral English course for primary education majors must be reformed. Therefore, it is of great significance to explore the reform of oral English course for primary education majors (English direction) to improve the quality of oral English training for primary English teachers in the future. At present, how to adapt to the new requirements of primary school English teachers in the basic education stage, find out the teaching methods and strategies of oral English with distinctive characteristics in line with the actual situation, and improve the oral English level of primary school English teachers has become a topic of great theoretical and practical significance in the current curriculum reform of basic education.

First, the current situation of oral English courses for primary education majors (English direction)

From 200 1 to now, English courses have been offered in primary schools in China for many years. However, English teaching in primary schools in various regions is still in the process of gradual development, especially in economically underdeveloped areas. There are many shortcomings in English teaching in primary schools, such as insufficient teachers, low English level, especially poor oral English, and unreasonable teacher structure. These are unavoidable problems in English education in primary schools. Therefore, how to improve the oral English level of normal students majoring in primary education (English direction) has become the first problem to be solved. At present, non-English majors in colleges and universities can only get in touch with English knowledge through the public compulsory course College English. Although the course College English sets standards for students' English listening, speaking, reading and writing, in many colleges and universities, college English basic courses are still divided into two categories: intensive reading (or reading and writing translation) and listening (or listening and speaking). Intensive reading class accounts for 3/4 of the total class hours, and the so-called listening class is mostly focused on listening training because of the limitation of teachers and class size. In addition, there is generally no oral test in college English course exams, which also makes students accustomed to exam-oriented education ignore oral learning. [2] Primary education major (English direction) is to cultivate primary English teachers who have the basic theories and skills of primary education major, have strong adaptability and certain educational research ability, are competent for primary education and teaching, and are creative. Students majoring in primary education (English) are non-English majors, so it is difficult for students majoring in English to improve their oral English simply by studying college English. The mastery and application of spoken English is one of the skills that students must have to become qualified primary school English teachers in the future. Therefore, oral English course is very important for normal students of this major. Oral English is an expressive course, a major basic course for students majoring in primary education (English), and a required course for their major. The purpose is to enable students to have fluent and correct oral English expression ability, develop good language habits and ensure the correctness and accuracy of their use of English language through strict oral English training. The oral English course offered by the primary education major of the secondary college where the author works has 6 credits, totaling 96 hours, and is taught in 3 semesters, with 32 hours per semester and 2 hours per week (one semester 16 weeks). The selected textbook is Oral English Course (1, 2 volumes) edited by Yao and published by Higher Education Press. The classroom used for teaching is the teacher's language training room, equipped with multimedia equipment and blue pigeon teaching system.

Second, the problems existing in the oral English course for primary education majors (English direction)

After three semesters of oral courses and a series of oral skills training, teachers' oral English level has been improved to a certain extent, which basically meets the requirements of the curriculum objectives. However, in the continuous teaching process, the author also found that there are some shortcomings in the current oral English course.

1. The implementation of three-dimensional goals in the course is not in place. The three dimensions of the new curriculum goal are knowledge and skills, process and method, emotional attitude and values, which require students to master methods, acquire knowledge, form abilities and cultivate emotional attitudes in the process. However, the three-dimensional goal has not been fully implemented to some extent, which is mainly manifested in: paying too much attention to students' mastery of subject knowledge, not paying enough attention to the requirements of students' ability, the learning process and methods adopted by students, and the formation of students' emotional attitudes and values; Pay attention to the cultivation and training of students' oral English skills, but the cultivation and training of students' English teaching is relatively weak. For example, students have a good sense of English language, correct pronunciation and fluent conversation. In Kan Kan, they can talk about a certain topic, but they may not be able to give full play to their oral advantages to have a good English class.

2. Lack of language communication environment. Krashen put forward in the Input Hypothesis that fluency in spoken English is naturally achieved with the accumulation of time and cannot be acquired directly through teaching. [3] The improvement of oral English ability depends on a real language communication environment, in which learners accept a lot of language input and then convert it into language output. In fact, students only have two fixed classes of oral English learning time each week, and the classroom becomes the main position for them to learn and train oral English, so it is difficult to achieve the goal of a large number of English language input and output. Moreover, in classroom learning, real language scenes are often simulated according to various special activities. It is difficult for students to feel immersive, and the language knowledge they have mastered is not often used, which limits their ability to communicate in English to some extent, and even leads to the situation that they don't know how to communicate in English.

3. Students' awareness of the dominant position in the classroom is insufficient. After the new curriculum reform, all subjects emphasize the need to change the former teacher-centered teaching mode and adopt the student-centered and teacher-led teaching mode. However, in oral English classroom teaching, teachers' lecturing teaching still becomes the dominant mode, students' learning methods have not been fundamentally changed, and their awareness of subjective status is insufficient. Because the basic knowledge of English is not solid enough and the pronunciation and intonation are not standard enough, many students have no confidence in their spoken English, are afraid of making mistakes, are ashamed to practice in class, are in a passive state of learning, can not adjust their mentality, and give full play to their enthusiasm and initiative in learning.

4. The course evaluation method is too simple. At present, the evaluation method of oral English course is still too simple. The final oral examination was adopted in the assessment, and the recording equipment in the teacher's language training room was selected for recording. The grade evaluation is determined by the combination of the final oral exam results and the usual classroom performance results, in which the final oral exam results account for 70% of the total grade, and the usual grades account for 0.30% of the total grade, and the percentage system is adopted. The content, method and subject of evaluation are still a little single, which can not really evaluate students comprehensively. [4] Summative evaluation plays a major role in the overall evaluation of students' learning effect. Formative evaluation fails to reflect its characteristics and advantages, and can not properly reflect the progress and gains of students in the learning process. On the contrary, some uncertain factors in the examination process affect students' test scores, which in turn interfere with the evaluation of students' final learning effect and dampen students' learning enthusiasm.

Third, the countermeasures for the reform of oral English curriculum for primary education majors (English direction)

1. Build and implement three-dimensional goals. The "three-dimensional" curriculum goal put forward by the new curriculum reform embodies the requirements of quality education and the requirements of the new era of all-round development. [5] In the oral English course, we should first put forward clearer and more detailed requirements for professional knowledge and ability, and integrate the characteristics of primary education and normal education into the teaching of subject knowledge, such as adding teachers' correct classroom language in the course content learning and training teaching skills such as communicating with students in the primary English class. Let students improve their oral English and exercise their teaching and educating ability as normal students. Thirdly, it is to stimulate students' enthusiasm for learning, change from vitality to vitality, and innovate the process and method of acquiring knowledge. As the old saying goes, it is better to teach people to fish than to teach them to fish. Oral English learning is a persistent process, so it is impossible to improve oral English overnight, because each student's English foundation is different and his ability to master knowledge is different, but different students can adopt different learning methods according to their own learning situation, and good learning results can be achieved through their own efforts. Finally, we should also pay attention to cultivating students' emotional attitudes and values, help students understand western culture, customs and etiquette, and help students establish a correct outlook on life and values, so as not to let students be influenced by some bad ideas in the West.

2. Create a language communication environment. The importance of a good language environment to language learning is self-evident. Classroom is the most intensive place for normal students to contact English, and teachers should firmly grasp this important place. Help them correct their pronunciation and intonation by playing audio and video; Learning English songs and tongue twisters can help them eliminate their inner tension in learning foreign languages and cultivate their sense of English language; English radio and news can help them "grind their ears"-master the rhythm and speed of English pronunciation; The original English TV series and movies can make English speakers in representative theories speak in an authentic way and learn more about the society and culture of English-speaking countries. It is not enough to create a language communication environment only by classroom time. Teachers should also use their spare time to set up English corners, English speech contests and various English special activities to broaden the channels for students to practice oral English. You can also invite foreign teachers and international students to participate in the above activities, so that students have the opportunity to really use English in real communication activities and practice their oral communication skills.

3. Innovate oral English teaching methods. Since the enrollment expansion of colleges and universities, the number of students has been increasing, and the number of students majoring in primary education has also increased day by day. The number of students in each class is about 40. For oral English courses, large class teaching is very unfavorable to students' oral English learning. Due to the limited classroom time, teachers can't take care of many students, and each student has fewer opportunities to practice oral English in class. Teachers can easily become leaders and students can easily change from active learners to passive learners. Teachers often ignore one thing, and students' enthusiasm for learning will be dampened, so oral English teaching must innovate teaching methods, which is in line with the characteristics of university teaching. Because the main characteristics of teaching in colleges and universities should be: from direct control by teachers to joint control of information transmission by teachers and students; With the increase of grade, the composition of teachers' teaching gradually decreases, and the composition of students' self-study gradually increases; The mutual penetration and combination of teaching methods and research methods. [6] In view of the large number of classes, oral English teaching needs small class teaching to obtain the best teaching effect, and teachers should adopt task-based group teaching. In oral English learning, partners are most needed, so students can freely find a practice partner first, and then form a group of four with another group of students. Teachers assign specific learning tasks (divided into basic tasks and improvement tasks) to each group, and the group leader is responsible for supervising the completion of basic tasks within the group. After completing the basic tasks, team members can choose whether to complete the improvement tasks according to their own learning situation. Finally, the teacher evaluates the learning results of each group. Teachers should also encourage students to practice boldly, cultivate students' awareness and ability of autonomous learning, and appropriately "leave blank" in the classroom-leave students with opportunities for autonomous learning.

4. Construct a diversified curriculum evaluation system. At present, the evaluation system of oral English course is not perfect, and the evaluation of students' learning effect is too simple, which is often based on their usual classroom performance and final exam results. However, oral English classroom teaching should focus on promoting students' development and paying attention to observing and measuring students' performance; Focus on promoting the continuous improvement of teachers' teaching level, encourage teachers to change their ideas and carry out classroom teaching reform. [7] Therefore, it is necessary to build a diversified curriculum evaluation system and adopt a diversified and procedural evaluation method to evaluate students' learning effect. First of all, we should determine the evaluation criteria, which are composed of specific quantitative indicators to test students' real academic performance. Students can evaluate themselves according to the standards first, then the members of the study group can evaluate each other, and finally the teacher gives the corresponding evaluation. The final evaluation results are fed back to students in time, so that they can fully understand their oral English level at this stage, carry forward the bright spots in learning and make up for the shortcomings. In this way, students can not only know their academic achievements and enhance their self-confidence, but also find their own shortcomings, find the direction of their efforts and set clear learning goals for future study. Improving the oral English level of primary school English teachers has become an urgent need for the current curriculum reform of basic education, and the reform of oral English curriculum for primary school education majors is an important link in cultivating local applied talents. Only in this way can we cultivate new primary school English teachers who can adapt to the basic education stage and the needs of social development.

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