農(nóng)村英語教育落后的現(xiàn)狀,原因及對策分析

1、iAcknowledgmentsThis thesis originates from four years’ study at School of Foreign Languages at Qujing Normal University. Upon the completion of this thesis, I would like to express my great and heartfelt gratitude to al

2、l those who have contributed to this thesis either directly or indirectly.My greatest debt goes to my research paper teacher Huang Wei for his insightful suggestions about my whole research paper. And let me have a brief

3、ly realization about the research paper. I can't express my deeply appreciation for his help with my own words.Special thanks go to all the other teachers at English Department of Qujing Normal University. During the

4、 four years’ study, I benefited a great deal from their teaching and enlightening lectures. My gratitude also goes to my classmates and roommates. They gave me much encouragement and support. I would like to thank my fam

5、ily, for their spiritual and financial support. Next, I want to give my appreciation to my students at Hekou ethnic middle school. They help me filling out the investigation report. So I want to thanks for their help and

6、 support.Finally, my thanks go to those who have devoted much time to reading this thesis and given me much advice, which will benefit me in my future study and work.iii摘要 摘要河口縣民族中學(xué)的英語教學(xué)于 1988 年正式開始實行，共實行 21 年，學(xué)校英語教育覆蓋率較

7、高，但是由于農(nóng)村教育體制僵化，辦學(xué)形式單一，地方財政困難，教育投入不足，辦學(xué)條件差，貧困的農(nóng)民無力供養(yǎng)學(xué)生，農(nóng)村學(xué)校師資素質(zhì)不高，教學(xué)內(nèi)容與農(nóng)村發(fā)展需求脫節(jié)，失學(xué)、輟學(xué)現(xiàn)象嚴重，再加上學(xué)生自身等原因，嚴重制約英語教學(xué)的有效開展。因此，本人就紅河州河口縣民族中學(xué)為例，并就其所出現(xiàn)的問題作了一份問卷調(diào)查，主要針對現(xiàn)階段民中英語教育落后的現(xiàn)狀，分別從國家、政府、學(xué)校、家庭、教師和學(xué)生 6 個方面進行了詳細的分析并提出了一些有針對性的，切實可行