Keywords: English teaching in primary schools in Tibet
Entering the 2 1 century, with the advent of global economic integration and China's entry into WTO, we have entered a rapidly developing information age. As a universal language, English is not only a language tool for us to communicate with the world, but also a tool for us to learn scientific and cultural knowledge. Therefore, mastering English has become an essential quality for Chinese citizens in the new century, and English teaching in primary schools has emerged as the times require, becoming an important part of basic education in China. In 2000, the Ministry of Education decided to gradually offer English courses in primary schools in cities and counties all over the country from the autumn of that year. In the autumn of 2002, the primary school where the township is located gradually offered English courses.
After more than ten years' development, English teaching in primary schools in China has gradually changed from unfamiliar to mature, and English teaching in primary schools in Tibet has achieved leap-forward development and become an indispensable part of basic education. However, there are still many problems in English teaching in primary schools in Tibet.
First, the understanding is not in place, and the ideas need to be further changed.
After more than ten years of development, English teaching in primary schools in Tibet has been well known and accepted by the broad masses of the people. However, people's ideological understanding is not in place, and they always think that English is only a minor course in primary schools. It doesn't matter whether they learn well or not, as long as they learn the so-called "main course" well. Therefore, we should increase publicity, change people's ideas and make people fully realize the importance of English. The Outline of Basic Education Curriculum Reform (for Trial Implementation) and the English Curriculum Standard for Compulsory Education (for Trial Implementation) clearly put forward that "English education is an important part of civic quality education" and "foreign language is a compulsory course in the basic education stage, and English is one of the main languages in foreign language courses".
As an English teacher, it is necessary for me to update my teaching philosophy. The Curriculum Standard for Compulsory Education (20 1 1 version) clearly points out that the basic idea of the curriculum is: (1) paying attention to quality education and reflecting the value of language learning to students' development; (two) for all students, pay attention to the different characteristics and individual differences of language learners; (3) the overall design goal, giving full consideration to the progressiveness and continuity of language learning; (4) Emphasize the learning process and attach importance to the practicality and application of language learning; (5) Optimize the evaluation methods and pay attention to the evaluation of students' comprehensive language use ability; (6) Enrich curriculum resources and expand English learning channels.
Second, the lack of teaching resources, supporting facilities can not keep up.
Because people don't know enough about the importance of English, English teaching resources in many schools in Tibet are relatively lacking, and the supporting facilities are even more unsuitable. Some schools don't have special phonetic classrooms, and schools with phonetic classrooms lack phonetic teaching equipment and VCD. Most school classrooms are still teaching with a book and a piece of chalk, and our teachers are also willing to avoid complexity and go into battle lightly. To change this situation, it depends on the change of school leaders' ideas, the financial inclination of superior leaders to school English education and teaching facilities, and our teachers' courage to innovate and make new attempts to change the teaching mode.
Third, the classroom teaching is inefficient and the teaching quality is not high.
There are many factors that affect the efficiency of classroom teaching, such as teaching content, teaching purpose, teaching methods, classroom organization, scene setting and so on. Because teachers lack the ability to re-process and integrate the teaching content, that is, our teaching materials, and lack the art of re-processing, they just pose, which eventually leads to unclear teaching objectives, unfocused focus and low classroom teaching efficiency; Whether the teaching method is appropriate and the classroom organization is reasonable also directly affects the efficiency and quality of classroom teaching. Therefore, our teachers should adjust and deal with the teaching content according to our actual situation, so as to make our students more interested and easier to learn. At the same time, our teachers should adopt teaching contents suitable for us and use teaching methods that make students easier to understand and accept, so as to better realize our teaching objectives and improve the quality of classroom teaching.
Fourth, students are overburdened and have little interest in English learning.
For us Tibetan students, they should not only learn their own language: Tibetan, but also learn our Chinese and English. For them, Tibetan is equivalent to mother tongue, so Chinese and English are equivalent to two foreign languages. It is not easy for Han students to learn Chinese and foreign languages, so it is obviously difficult for Tibetan students to learn Chinese, English and Tibetan. Because it is too difficult, students' English scores are not good, which directly leads to their low interest in English learning.
Five, the lack of professional teachers in remote areas, the quality of teachers needs to be improved.
As an English teacher in the new era, it is far from enough to have a hard-working spirit. If you want to be an excellent "preacher" and a qualified engineer of human soul, you should not only have profound professional knowledge, but also have noble sentiments and character. In the ranks of English teachers in primary schools in Tibet, the quality of English teachers is uneven. Many schools in remote areas have a shortage of English teachers and many part-time English teachers. They lack professional and systematic knowledge of English, and their teaching level is far from that of English teachers who graduated from professional normal colleges. Therefore, we should strengthen the construction of teachers, strengthen teacher training, encourage teachers to learn, improve teachers' academic qualifications, and comprehensively improve English teachers' professional level and knowledge structure.
In a word, the development of things advances in twists and turns. We should be good at finding problems in changes and making progress in the process of constantly solving problems. Although our primary school English teaching has gone through more than ten years, it is still very young and naive and needs to be explored and improved in practice.
refer to
[1] Zhu Ping, Sue. Design and application of English teaching activities [M]. East China Normal University Press, 2007.
[2] Wu. On the Main Line of Reflective Teaching for English Teachers [J]. Foreign Language Industry, 2003( 1).
[3] money. On Teacher Autonomy in English Teachers' Professional Development [J]. Foreign Language Industry, 2005(6).
[4] Chen Shiqing. Theory and Practice of New English Curriculum [M]. Shanghai Education Press, 2006.