A survey report on the provision of English courses in primary schools

Survey report on the establishment of English courses in primary schools

1. Basic situation

1. About the establishment process

< p> At present, there are 63 primary schools in the region, including 58 complete primary schools and 5 incomplete primary schools. There are 38,087 primary school students in this area.

Currently, primary schools in this region have fully opened English courses, and the basic process has the following characteristics:

First, it starts early. Under the leadership and attention of the local party and government, the establishment of English courses in primary schools in this region started early. In the late 1990s, it was first piloted in experimental primary schools. After the national curriculum reform experiment began, although this area was not a national curriculum reform experimental area, the English curriculum experiment was basically synchronized with the national curriculum reform experimental area. English courses began in XX, much earlier than other counties and cities in major cities. It is understood that at present, in other counties and cities in major cities, only a few qualified experimental primary schools in urban areas of cities (counties) offer English classes.

The second is to implement it step by step. In accordance with the requirements of the Ministry of Education documents and drawing on the experience of offering English courses in primary schools inside and outside the province, we formulated an English course offering plan. According to the plan, starting from the fall of XX, English classes will be offered in three primary schools in the city and all central primary schools in the townships from the third grade; starting from the fall of XX, all primary schools in the district will offer English classes from the third grade. In 20xx, relevant government leaders personally cared about the establishment of English courses in primary schools. The 10 provincial experimental primary schools in the region started to offer English courses from the first grade. In 20xx, all primary schools in the region will offer English courses in the first and second grades. According to the plan, English courses will cover all schools and all grades this fall. In terms of teaching content, in order to prevent English teaching and Chinese mother tongue learning from interfering with each other, the teaching of English letters in the first grade of each school is carried out on the basis that the teaching tasks of Chinese Pinyin in Chinese are completed and fully consolidated.

The third is to take steady steps. A special mobilization meeting for the establishment of English courses was held. The "Implementation Plan for English Courses in the First Grade of Primary Schools" was formulated. Every year, we arrange a recruitment plan for teachers’ English graduates and continuously replenish teachers. Teacher training schools continue to provide English teacher transfer training and on-the-job training. Carry out research activities on primary school English teaching and form a school-based training system.

2. About the use of textbooks

The textbook currently used by grades 1-6 is "Oxford Primary School English" jointly written by Jiangsu Yilin Publishing House and Oxford University Press. This textbook has a large vocabulary and rich content.

According to the relevant documents of the Provincial Department of Education and the Department of Finance (Su Jiaoji [20xx] No. 6), English textbooks for grades 3-6 are free textbooks for compulsory education, and their costs are subsidized by the central government from the provincial level. The funds are uniformly borne and paid by the national treasury; English textbooks for grades 1-2 are regional teaching experimental textbooks, and their costs are borne by the local finance.

3. About the teaching staff

There are ***360 English teachers in the region, including 130 English majors and 256 non-English majors. In order to ensure the opening of English courses, we have mainly solved the problem of teacher shortage through the following methods in recent years:

First, recruitment. Every year when recruiting new teachers, the focus is on primary school English. Although the newly allocated employment quota issued every year is very tight, the maximum number of employment is given to primary school English major graduates. During xx-20xx, the total quota issued by the government was 575 people, of which 109 were recruited as primary school English teachers, accounting for 20% of the total quota. In XX, in order to launch the English courses for lower grades of primary schools, 30 primary school English targets were arranged, accounting for 26% of the admission targets for primary and secondary schools that year, an increase of 50% over the previous year.

The second is training. Provide training for non-English major teachers. Since XX, 7 training courses and one improvement class have been held based on the teacher training school. So far, 269 English teachers have participated in the training and transferred to other posts.

The third is commissioned training. Starting from XX, we will adopt the method of targeted training to solve the problem of teacher resources. In XX, there were 23 primary school teachers trained by ***, including 14 primary school English teachers; in XX, there were 29 primary school teachers trained by ***, including 11 primary school English teachers. In 20xx, 30 teachers were appointed, including 8 primary school English teachers.

4. About the curriculum

For grades 3-6, according to the national curriculum plan, 3 lessons are arranged per week.

Grades 1-2 are scheduled to have 4 classes per week, each class is 20 minutes long; since there are no English classes for middle and lower grades in the national curriculum plan, currently, each school arranges them from school-based courses and local courses based on actual conditions. Lower grade English class hours.

2. Existing problems

1. In terms of teaching materials, the vocabulary is large and the content is large, and the curriculum teaching requires high quality of teachers; at the same time, teachers generally feel that there are not enough class hours and lack of preparation for lessons. The requirements are high, and some teachers who have been transferred to another teaching position seem to be somewhat overwhelmed. Therefore, the school uses their spare time to carry out school-based teacher training and the requirements are very high.

2. In terms of teachers, firstly, the overall quality needs to be improved. Among the 269 teachers who have been engaged in English teaching through job transfer training, some teachers need to further improve their basic skills such as pronunciation and listening and speaking skills; secondly, the burden is heavier , Primary school English teachers generally teach across grades, have many classes, and have a heavy workload of lesson preparation. Teachers have a heavy workload and have no time to spend more energy on improving their English teaching level to a greater extent; third, there are obstacles in professional title evaluation, and most of them transfer to other posts. The trained teachers did not hold diplomas majoring in English, and the subjects they taught during the professional title evaluation did not match the diplomas. According to the current municipal professional title evaluation requirements, it seems to have a more or less direct impact on the teacher's professional title evaluation.

3. Countermeasures

1. Recruit professional teachers. In the future, primary schools in this region will be basically stable at the current scale: 35,000-38,000 students and about 900 classes. From the perspective of the number of English teachers, the current scale of English teachers can basically meet the requirements. However, compared with the high standards, the number of professionally qualified teachers is too small, and many of them are temporarily transferred through training. Among the existing 222 full-time English teachers, 62 have professional qualifications and need to be further matched; among the existing 138 part-time English teachers, 135 have majors that need to be further matched. Therefore, it is requested to recruit English major graduates from colleges and universities in the future to speed up the qualification process of English teachers’ professional qualifications.

2. Implement scientific research to develop the workforce. Taking scientific research as the starting point to develop teaching, taking the creation of high-quality resources as an opportunity, and using the means of compiling concise questions, error-prone questions, writing teaching plans, etc., to promote teachers' professionalism through the process of refining questions, researching questions, refining lessons, and studying lessons. Transformation and growth.

3. Strengthen professional training. It is necessary to conduct two trainings for some transferred teachers.

4. Implement teaching monitoring. Conduct real-time monitoring of teachers’ pronunciation levels; in addition, conduct research and analysis on primary school English teaching levels to promote schools to strengthen English teacher training and teaching management.

5. Deepen curriculum reform. Reform the English class structure, open interesting reading and appreciation classes, expand students' horizons, enhance primary school students' awareness of cross-cultural communication, and improve the quality of learning. ;