A Study On The Present Situation And Strategies Of English Dialogue Teaching In The Third Stage Of Primary School Under The Background Of The New Curriculum Standards

The Compulsory Education English Curriculum Standard(2022 Edition)has made various adjustments to the primary school English curriculum,guiding the implementation of primary school English dialogue teaching.The English textbooks of the third stage of primary school increase the amount of language activities,which is conducive to the implementation of dialogue teaching.As a dialogue classroom to improve students’ language expression ability and oral communication ability,there are still some problems in the process of teaching implementation,which affect the improvement of students’ language expression ability and oral communication ability.On this basis,according to the existing problems,this study analyzes the reasons from three aspects: teachers,students and schools,and puts forward optimization strategies.Based on the existing research,this study first discusses the related theories and concepts of ’dialogue teaching’.Secondly,this study takes some students in the fifth and sixth grades of X primary school in Shijiazhuang as the survey object,and compiles a student questionnaire to understand the current situation of teachers and students in the dialogue teaching classroom.Interview with teachers to understand teachers ’real ideas and students’ performance in the process of implementing dialogue teaching.Finally,this study observes and analyzes the cases by collecting representative dialogue teaching cases in the research process.Through the analysis of student questionnaire data,the collation of teacher interview results and the observation and analysis of cases,it is found that there are problems in English dialogue teaching in the third stage of primary school.In terms of teaching objectives,teachers ignore the cultivation of students’ core literacy;in terms of teaching content,although teachers link dialogue teaching content with students’ life experience,they ignore the integrity of students’ dialogue output content;in terms of dialogue teaching methods,teachers do not organize various activities for students to promote students’ expression according to the requirements of the new curriculum standard,and the methods are relatively simple;in the evaluation of dialogue teaching,students’ dominant position is ignored,students’ self-evaluation and students’ mutual evaluation are less,and teachers lack guidance and feedback on students’ dialogue process and methods.In terms of classroom participation,students have not really integrated into the dialogue classroom.In view of the existing problems,this paper analyzes the causes of the problems from three aspects: teachers,students and schools.It is found that some teachers do not grasp the dialogue resources of cultivating students’ core literacy in textbooks accurately,lack the understanding of the current situation of students’ language ability,and lack the guidance of relevant concepts and rich dialogue teaching experience.The lack of awareness of students’ active participation in the dialogue class,the lack of preparation before class and the large difference in the level between students lead to students not really integrating into the dialogue class;the school dialogue teaching and research activities are formalized,and the exchange of teachers’ experience is less;there are few trainings related to dialogue teaching and schools ignore English comprehensive language ability,which lacks support for the development of English dialogue teaching.In view of the causes of the problems,at the teacher level,teachers should carefully study the teaching materials,fully understand the current situation of students’ language ability,learn the relevant theories of dialogue teaching,and enrich the experience of dialogue teaching;at the student level,students should enhance their awareness of actively participating in the dialogue classroom,and fully prepare before class,strengthen cooperative learning in the classroom,and narrow the level difference;at the school level,the school implements dialogue teaching and research activities,promotes communication between teachers,organizes dialogue teaching-related training,promotes teachers’ professional development,and organizes campus English practice activities to provide support for the development of English dialogue teaching.