applicationofgamesinprimaryschoolenglishteaching英語專業(yè)畢業(yè)論文

1、繼續(xù)教育學(xué)院畢業(yè)論文題目ApplicationofGamesinPrimarySchoolEnglishTeaching專業(yè)英語姓名學(xué)號二O一年月日townsevenintovillagesnmallywithGrade3pupilsasbeginninglearners.Englishclassesareopentoanincreasingamountofpupilsinalargescalecoveringvastareas.Iti

2、swellknownthateducationinourcountryhasbeeninfluencedbytheexaminationientedsystemfalongtime.Ateachercenteredclassisatraditionalpassiveclass.InEnglishclassestheteachersexplaineverylanguagepointindetailwhilestudentstakenote

3、sallthetime.Students’interestinEnglishisdecreasing.Teachersfailtomaintainpupils’interestastheteachinggoesfurther.SomepupilsarefcedintoanEnglishclassroombytheirparentsteacherssomeotherstakethiscoursecompulsyothersarebedby

4、theinappropriatechoiceofteachingapproachesetc.TheeducationofChinaisexperiencingaseriesofevolutiontomeettheneedsofthemodernwld.ViewsonprimaryEnglishteachingtextbookshavechangedalotwiththestagesofevolution.Thenewtextbooksa

5、bsbthemodernlinguisticteachingapproach.Therearesomefeaturesdifferentfromtheoldones.Thetextbooksnowpaymeattentiontotheuseoflanguage.Thematerialsinthetextbookareauthenticuptodateclosertothepupils’life.ThetextbookbyChen(200

6、6)containsmanycommunicativeactivitiessuchaschantrhymesongroleplayguessinggamessoon.Thecontentsofthetextbooksaredesignedaccdingtostudents’cognitivefeaturesfromeasytodifficultfromlowtodeepfromsimpletocomplex.Thetextbooksen

7、lightenstudents’thinkingcreativecompetence.HoweverwhatarethemainproblemsofthepresentprimaryEnglishteachingAccdingtosomesurveys，thereexistseveralproblemssuchasteacherresourceslearners’interestcoursedesignclassroominteract

8、ion.Firstlytheteacherslackenoughexpertiseteachingexperience.Asisknowntoallateacherisanimptantfactinteaching.Toagreatdegreeateacher’sabilitydecidestheresultofteaching.Nowadaysinprimaryschoolsonly55%ofEnglishteachersareigi

9、nallyEnglishmajsonly46%ofthemhavemethanthreeyears’teachingexperience.Teacherswhohaveteachingexperienceadmitthattheyalsoknowlittleaboutprimaryteachingtheiesjustfollowtheteachingmodelthatisadoptedindleschools.Theyexplainwd

10、sgrammaritemsseldomdesignanyclassroomactivities.Realizingtheirlackofteachingmethodologicalthey45%oftheteachersareeagertoimprovetheirteachingskills.Mostteachersalsowantprofessionaltrainingsuchaspronunciationintonationteac

11、hingskillsclassroomactivitydesign.BesidessometeachersdonotknowtheteachingpurposeofprimaryschoolEnglishteaching.Theylearnlittleaboutthechildren’smentalitysotheycannotimprovethepupils’interest.EventheyusethejuniEnglishmeth

12、odtoteachtheprimarypupils.Atthesametimetheydonotnoticethepersonalacteristicsofthepupilssuchasreservedticonstrained.Secondlyteachersfailtomaintainstudents’spontaneousinterestwiththeteachinggoingfurther.Attheverybeginningp

13、upilsareenthusiasticaboutthisnewlanguage:69%ofthepupilsshowinterestinlearningEnglishinGrade4onethirdofthepupilsdoinGrade6only30%ofthepupilsdohaveinterestwhile42%ofthepupilsshownointerestinlearningEnglish.Wecanseethatpupi

14、lsbecomelesslessinterestedinEnglishlearningwiththelearninggoingfurther.Someofthemsaythattheyhavetotakethiscoursebecauseitisacompulsyonestillotherssaythattheyarebedwiththemonotonyofteachinginappropriatechoiceoflearningmet

15、hodsetc.Thirdlythecoursedesigninprimaryschoolsisnotoptimistic.ThebeginninggradefromaboveGrade4sumsup59%.Toensurethequalityefficiencyofpupil’sEnglishlearningthebasicrequirementsdematleast4periodseachweekwhichiscompulsy.Bu