A Research On The Problems And Countermeasures Of English Interactive Teaching In Rural Primary Schools

In order to adapt to the development of society and the demand of the new curriculum reform, a new teaching mode of subjectivity arises at the historic moment, this is the interactive teaching. It aims to discussion, dialogue and to explore ways and ideas between teachers and causing emotional resonance, reaching integration of science and knowledge, people continue to generate subjectivity, development and promotion. Interactive teaching is not only reflect the modern teaching concept in the teaching process, but also is an essential form of subject teaching, the key symbol is also form a good educational environment. English classroom interaction is reflected both in English teaching process but also give full play to the guiding role of the teacher teaching a student body, and it has changed to some extent, the indoctrination of traditional teaching situation, breaking the teachers and students one-way, boring, boring pattern, make English teaching becomes more lively. However, the students of rural primary schools in China start to learn English very late, great lack of teaching resources and, together with rural primary school English teachers teaching concepts behind, still as a teacher "mouthpiece" mainly student learning in the state of passive acceptance, lack, of effective communication and interaction between teachers and students, teachers teaching process less concerned student attitudes, thoughts, feelings and values, such as the inner demand, which restricts the interactive teaching English in primary schools in rural areas to a certain extent. In order to achieve the revolutionary transformation of traditional English classroom teaching, make the rural primary school English teaching from the new brilliance, it is necessary to discuss the plight of rural primary school English interactive teaching and countermeasures.In this study, the relevant theory and research results summarized interactive teaching, based on the characteristics of rural primary school English teaching, from a practical point of view, through student surveys, classroom observations and teacher interviews three ways for rural primary school English Status of interactive teaching empirical research. Meanwhile, in order to better grasp the underlying causes of the problem, during field observations, randomly selected from each school were interviewed two teachers. Finally, put forward corresponding countermeasures from the practical level in view of existing problems.This thesis is divided into five parts:The first part:introduction. Introduced this paper selected topic reason, elaborated the research situation at home and abroad about the interactive teaching, and research purpose of this thesis and significance, research ideas and methods on the overall overview.The second part:define the concept of this research keywords, expounds the relevant theoretical basis of this study, which need motivation theory and symbolic interaction theory, constructivism theory and the theory of the zone of proximal development. At the same time, this paper expounds the basic idea of interactive teaching, focus on the all-round development of students, stress the subjectivity of the students, pay attention to the emotional communication between teachers and students and focusing on the students’ comprehensive evaluation. Also expounds the important value of interactive teaching, namely teaching environment education function, improve the classroom teaching effect, widen teachers’ professional development space and promote the development of students various abilities.The third part:through questionnaires, interviews and classroom observation and other methods, from the level of teachers’ consciousness of interaction, classroom interaction, interactive classroom strategies, the way of classroom assessment, investigate the implementation of the rural primary school English interactive teaching present situation, find out the existing problems are:low levels of school teachers, teachers lack mutual knowledge; Students’ English foundation is poor, lack of learning guidance and strategy; Classroom interaction between teachers and students become a mere formality, weak interaction level; A single classroom interaction strategy, classroom assessment tend to be more stylized.The fourth part:to discuss the reasons for problems occurred in rural primary school English teaching, mainly from the teaching resources, teachers’ professional qualities and students’ condition analysis of the three aspects. Teaching resources: rural primary school English teaching environment, the lack of teaching resources, the overall level of English teachers is not high. Teachers’ professional quality aspects: rural primary school English teachers’ teaching idea lags behind, the teachers’ professional knowledge is weak, and the teachers’ professional development is slow. Students themselves aspects:rural primary school English learning goal is not clear, interactive ability is low, the lack of effective guidance and learning strategies.The fifth part:this is the most important part of the paper. In view of the problems existing in the present situation, from the actual operational level feasible implementation strategies are put forward. First, enhance teachers’ professional quality. The update teachers’ teaching concept, improve teachers’ professional level, strengthen teacher’s professional training. Second, improve the autonomy of student interaction. Arousing the students’ interest during participating in interactive activities, actively carry out cooperative learning group, paying attention to the guidance of learning methods and strategies. Third, achieve effective interaction in classroom teaching. The development and utilization of teaching resources, create a good interactive situation, design a variety of forms, strengthening the emotional interaction between teachers and students. Fourth, establish a diversified evaluation system. Make explicit evaluation purpose, the diversification of evaluation, makes comprehensive evaluation content, evaluation mode diversification.