OnheimprovemenofprimaryschoolEnglisheaching_开题报告

With the development of the world towards globalization, foreign language education has also received considerable attention in China. Researchers at home and abroad have also done a lot of research on how to improve primary school English teaching, and have made a lot of achievements.

（一）Domestic Research Status 

Domestic researchers have analyzed this topic from many perspectives, such as teaching method and means, teaching atmosphere and teaching subject and so on. 

In 2018, Feng Wang gives some useful Suggestions on how to improve the effect of English classroom teaching in primary schools. One is to pay attention to the infiltration of English cultural scene. The second is to pay attention to the emotional communication between teachers and students and establish a new type of teacher-student relationship. The third is to focus on teaching English learning methods. The fourth is to pay attention to the classroom teaching development. 

Xuli Chen takes the students of PEP teaching materials as an example and discusses some problems in classroom teaching, hoping to provide some effective references for the development of teaching work. 

Yueying Hao holds that the student is the main body of the primary school English teaching, the primary school English teachers should change their thinking, use situational simulation in class, involve all students, and give timely guidance and positive encouragement. 

Most of the relevant domestic studies focus on a single aspect to explore some suggestions and strategies to improve the English classroom teaching in primary schools, but little analysis is made on the actual factors affecting the English classroom teaching in primary schools, and then gives a comprehensive solution to the problem.

（二）Overseas Research Status

In 2002, Qiang W et al. first analyzes the basic requirements of primary school English teaching, then puts forward some measures to ensure the success of primary school English teaching, and finally looks forward to the future and analyzes the opportunities and challenges faced by primary school English teaching. 

In 2011, Gao X et al. concludes that further research on primary school English teachers’ research experiences is needed in order to provide relevant and useful knowledge to teacher educators and policymakers on the Chinese mainland, making research a sustainable path to professional excellence for teachers.

In 2012, McKay S L et al. analyzes the principles of Teaching English as an International Language.

In 2018, Tang J et al. constructs a series of dig-ital education resources which include not only language points of phonetics, vocabulary, language skills of English teaching and learning but western and Chinese cultures to arouse rural primary school students’ English learning interest, broaden their horizon and promote their critical thinking. The results show teachers and students’ roles and discourse power changed by using the digital education resources in the process of rural primary school English teaching and learning. Wang L et al. explores teachers’ conceptions of creativity in primary EFL classroom, with a particular focus on the Chinese context. Questionnaires and interviews were conducted to explore how EFL teachers conceptualised creativity in their practice using the phenomenographical approach to categorise teachers’ conceptions. In general, relevant overseas studies are scarce.

二、Outline of thesis

1. Introduction

2. The importance of improving primary school English teaching 

3. The effect factors of improving primary school English teaching

3.1. Favorable factors

3.1.1 The psychological characteristics of primary school students

3.1.2 The emotional characteristics of primary school students

3.2. Unfavorable factors

3.2.1. Time consuming and inefficient

3.2.2. The single language environment

3.2.3. The adult form of English teaching

3.2.4. The single teaching style

4. Effective strategies to improve primary school English teaching

4.1. Following the trend of the favorable factors

  4.1.1. Meeting the psychological needs of primary school students

  4.1.2. Satisfying the emotional needs of primary school students

4.2. Reducing or eliminating the influence of the unfavorable factors

4.2.1. The improvement of the teaching staff and the basic quality

4.2.2. Creating a good English language environment

4.2.3. Adopting various forms of child-oriented teaching methods

4.2.4. Designing interesting and intentional teaching activities

5. Conclusion

三、References 

[1]Davies P, Pearse E. Success in English Teaching: A Complete Introduction to Teaching English at Secondary School Level and Above[M]. Oxford University Press, 2000

[2]Gao X, Barkhuizen G, Chow A. ‘Nowadays, teachers are relatively obedient’: Understanding primary school English teachers’ conceptions of and drives for research in China[J]. Language Teaching Research, 2011, 15(1): 61-81

[3]McKay S L. Principles of Teaching English as an International Language: Sandra Lee McKay[M]//Principles and practices for teaching English as an international language. Routledge, 2012: 36-54

[4]Noom-Ura S. English-teaching problems in Thailand and Thai teachers’ professional development needs[J]. English Language Teaching, 2013, 6(11): 139

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[6]Tang J, Yuan X. The Construction and Application of Digital Resources in Rural Primary School English Teaching and Learning[J]. Social Networking, 2018, 7(02): 89

[7]Wang L, Kokotsaki D. Primary school teachers’ conceptions of creativity in teaching English as a foreign language (EFL) in China[J]. Thinking Skills and Creativity, 2018

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[11]赵幸斌.小学英语教学怎样更简约有效[N].发展导报,2018-09-28(023)