Oral English Curriculum In Rural Areas:Current Situation,Issues And Solutions—From The Perspective Of Communicative Ability Cultivation

As we step into the 21 st century, the era of knowledge economy and information technology,the Global economy are experiencing the trend of becoming a integration, and the economic cooperation and trade relations among different countries are getting more and more close. The attentions of parents, teachers and education administrators to the English subject are consistently increased since the day it goes into the primary schools’ class. However, in present days, most of the schools’ English classes are served for all kinds of tests and examinations, especially for written examinations. As the consequences, the students are generally given knowledge which concerns vocabulary and grammar, and not many of them can use English to communicate with others smoothly. Hence, the development and implementation of an oral English class has its unique meaning. Honestly, it is rather difficult to develop and manage an oral English class in real life. The idea of a new oral English class will bring new challenges to traditional English classes and meantime it will also requires more ability from the lecturer, which will definitely have impact on traditional curriculum and English ability’s evaluation mechanism.This study, taking the reality of most typical areas of China as a reference and taking a rural primary school in Kaifu District of city of Changsha as an example, aiming the problems existed in the current situation of rural primary school English oral communicative competence and oral courses, carries out investigation though a questionnaire. After investigation, we found out the fact that oral English communication ability of the primary school students in rural areas is poor, and the causes of this phenomenon were analyzed. The present situation of the rural primary school English courses is not optimistic, and it did not reach the goal of training students’ oral English communicative ability in rural primary schools. To reveal the reason for current situation, this study discuss from three aspects: the weak environment of learning English, the challenges of English classes’ content organization and the challenges of updating hardware related teaching. In the aspect of strategy, first of all, the paper demonstrate that the country, the schools and the society should pay full attention to the rural primary schools’ English curriculum, and propose strategy for improving the management of English courses in rural areas. Secondly, combined with the actual characteristics of the rural primary schools, with the fully efforts of searching suitable resources for rural schools’ English curriculum, putting forward in making strategies for designing of rural primary school oral English curriculum and development of resource management. Meanwhile, on the basis of taking theories of language teaching domestic and abroad as references, the paper proposes some thoughts and suggestions on the implementation of oral English curriculum and its standard management. Finally, from the five aspects of teacher’s curriculum implementation capacity, improving the quality of teaching monitoring, standardize and improving the evaluation mechanism, perfecting the teaching measures, hardware, resource sharing, and learning lessons from the beneficial experience, the paper analyzed the guarantee conditions of rural primary school English curriculum implementation. Hope that by uniting the strength of all parties concerned, and making them focus on the issue of oral English curriculum in rural areas, the ultimate goal of improving primary students’ oral English communication skills, especially in rural areas can be achieved.