Visual Materials Of English Vocabulary Teaching In Rural Primary

In 2001, the primary school English new course standard pointed out that the primary school English teaching purpose is to cultivate students' interest, establish their confidence so that they can have an easy communication. And to achieve this objective, the first thing for students to do is to acquire vocabulary, although in the new standard it is not fully emphasized. In English teaching research at home and abroad, specifically in the countryside elementary schools, papers and works about English teaching are quite few, the theses on primary school English vocabulary teaching are quite few. In the modern education technology background, because rural conditions are relatively backward, fewer schools possess multimedia classrooms; even many schools have no multimedia classrooms at all. Thus, the pictures and visual materials for the countryside primary schools in the English vocabulary teaching become very meaningful.Through the contrast, visual materials for primary schools in English vocabulary teaching have remarkable effect. This paper firstly analyzes the theoretical basis for research. It includes behavioral psychology, humanistic psychology, cognitive psychology, input hypothesis, etc. Then the whole experiment is introduced and analyzed. In this experiment we proposed the following three hypotheses:First, by using visual materials in experimental classes, the students in the control class can more readily spell learned English words. Second, by using visual materials in the environment, we find the tested classes compared with the controlled class, can more easily remember what they learned about English vocabulary and spell the English vocabulary. Third, by using visual materials under the environment of the subjects and experimental classes, compared to the control class, the controlled class forgets the learned English vocabulary more easily.In the experimental process we strictly controlled variables and dependent variables, and strive to make experimental results more accurate. Experimental data are collected by all SPSS13.0 software related to the analysis. Through the experiment we discovered:First, the involvement of visual materials does not have much influence on the pupils in the experimental classes. Second, in spelling abilities, the participation of visual material for experimental class pupils produced more obvious influence. Third, at the same time, the participation of visual materials makes the students forget the English vocabulary more slowly. Meanwhile the experiments also found that visual material participation can effectively improve the pupils' vocabulary acquisition of interest.And according to the results of the experiment for rural elementary schools, we put forward some suggestions for the English vocabulary teaching. According to years of experience in the teaching process with visual materials we provide some reference opinions.Of course, because conditions of this experiment and my ability are limited, fallacy is unavoidable. We ask experts to make corrections. We hope the experiment can be used by primary school English teachers in rural areas.