Rural Junior High School English Teaching Situation And Teaching Strategies Optimization Analysis

In China’s vast rural junior high school,“dumb English” is still in the dominent position andthe traditional teaching methods is also adopted in the teaching of spoken English.To improvestudents’ English integrated language capability, a systematic study of rural junior high schoolEnglish teaching situation and teaching strategies has been summoned under the background ofthe new curriculum reform.This arthcle is aimed at using the questionnaire survey to investigate the current situation ofthe spoken English teaching in the rural junior high school and the problems existed in it. Firstly,the focus of teaching is on the entrance examination, which restricts the teaching of spokenEnglish. Secondly, the preparation strategy neither gave a good analysis about the situation ofstudent’s family and study, nor prepared well to deal with the emergencies in teaching. In themeanwhile, the frequency of using game and before-class speech is low; the frequency of usinginteractive strategy to correct students ’pronunciation, voice and tone, the use of all in English,within the students’ questions to enable students to make a speech is relatively low. In theindependent learning, students are rare to integrate idioms, slang and expressions; and creatingenvironment strategy is not high frequency of use in the teacher’s body language, English Corner,and other extra-curricular activities as well as listening to English songs; after-school reflection,oral control of stage test strategy frequency of use is not high. All of these seriously affected theoral teaching effectiveness.On this basis, to change the situation of the "dumb English", Krashen language acquisitiontheory, constructivist theory, and social interaction theory are used in the article to propose theEnglish teaching interactive strategy in rural junior high school which includes optimizationprinciples, characteristics, design forms, in order to promote the upgrading of the quality ofEnglish teaching in rural secondary schools.