A Survey Of The Current Situation Of Middle School English Teaching In Migrant Children Schools

Schools for children of migrant workers are assigned by the government to carry outeducational activities, which mainly receive non-local children of school age by means of severalcertificates such as temporary residence certificate, labor contract, business license or relativelyfixed certificate. This paper takes Shandong Jinan Yanxin Middle School for example toinvestigate and study the current situation of foreign language teaching through a variety ofresearch methods. This research mainly includes the following aspects.Firstly, the paper investigates the students’“learning situation” of Jinan Yanxin MiddleSchool. This part combs the learning situation from two aspects. On one hand, it combs theirdemographic characteristics, learning view and learning methods from the perspective ofqualitative research; on the other hand, it reveals interrelationship within students’ self-efficacyin English learning, family environment and parental rearing pattern and their impact factorsfrom the perspective of quantitative research.Secondly, the paper investigates the teachers’“teaching situation” of Jinan Yanxin MiddleSchool. This part, it analyzes the teachers’“teaching situation” from the teachers’ teaching ideasand teaching methods. In this school, there are certain differences between teachers’ teachingmethods and teaching ideas and the related requirement of “new curriculum reform”. At the sametime, there are some differences between the teachers in this school in terms of their ages andteaching experience.Thirdly, the paper summarizes the problems in foreign language teaching in Jinan YanxinMiddle School and puts forward its countermeasures. Problems as attaching much importance toknowledge content, ignoring the students’ knowledge background and putting English teachingin an isolated position also exist in foreign language teaching in this school. The root cause isthat it ignores the unity of tool and humanity in English teaching and takes the students as aunified “family-school-society” system. And its countermeasures include recognizing thestudents’ specificity, keeping in step with the “new curriculum reform” and establishing theconcept of English teaching system.