The Causes And Countermeasures Of Underachievers In Rural Senior High Schools

With the development of our country’s economy, English is playing an increasingly important role in people’s work and everyday life. A good knowledge of English will be helpful to students’life development. However, a great number of English underachievers still exist in rural senior high schools. They are students whose English is poorer than the average while their other subjects are good or excellent. How to improve English underachiever has drawn teachers’attention and it also need to be research as soon as possible.This article takes Cili No.2 Senior High School as an example. This article verifies the existence of English underachievers by analyzing the exam scores of our school’s grade 2 students. And on the basis of the previous studies on English underachievers both at home and abroad and referring to the new National English Curriculum Standards for Common Senior High School, this article tries to find out the causes of English underachievers through questionnaires among students, by interviewing teachers and students, and also observing students’ performance both in and out the class. First, the students in rural high schools don’t learn English in a scientific and efficient way, and the teachers can realize that they need to train students’English learning strategies of the students in rural high schools haven’t been properly developed. Second, the students’ motivation for learning English is very low and their interest in learning English is not very high. Third, students’family financial situations and social status and parents’ education also have a deep influence on students’English learning. As for teachers, they have a poor professional level and still use stereotyped teaching approaches and have an erroneous attitude towards their jobs and students’study, thinking it almost impossible to change the present situation of students’ poor English. Besides, the evaluation system and enrollment policy of the county education bureau and the rural schools is not obviously bad for rural schools development. What’s worse, some negative social atmosphere also influences students’ mental health.Considering synthetically the influence from students themselves, families, teachers, schools, the education management department and the society, the author proposes some corresponding improving measures. First, we must attach importance to the application of scientific learning strategies and teachers’ teaching strategies. Also, the students’ families and the related education administrators should support rural area’s English development. The author proves that these methods are practicable based on long-time teaching practice and students’ recent exam results. In a word, the author hopes that this article is useful to improve students’ English scores and have reference value for other rural senior high schools.