The Study On The Application Of Story-telling In English Teaching In Elementary School

As the development of society and curriculum reform, English plays a more important role in the stage of elementary education. The application of story-teaching in English teaching in primary school is gathering more attention under the guidance of English Curriculum Standards (2011 Edition) published by the Ministry of Education. Story-teaching is conductive to realizing teaching objectives such as language, technique, strategy, emotion, culture by arousing students’interests and proving a good learning enviorment. Stoiy-teaching has been applied in western courties for a long time, and China has also seen some breakthrough on the research and development of this teaching method. However, there are still some problems to solve in its application process.First this paper sums up the previous research done by various scholars on story-teaching including its origin, values and strategies. Then it gives a brief introduction of story-teaching from aspects such as concepts, features, classifications, natures and application patterns. Next this paper raises some questions based on the questionnaires and interviews done by the author. According to the questions, the author puts forward three application strategies of story-teaching in English teaching in Primary school as follows:story-teaching as an instructional tool, story-teaching as a cognitive content and story-teaching as a learning pocess. Used as an instructional tool, story-teaching follows the principles of functionality, diversity, opportunity and manipulability. As a cognitive content, the selection and adapation of the stories in this method should be worthy, interesting, appropriate and scientific while as a learning process, story-teaching focuses on the involvement, inquiry and ability development of the students as well as the conversation and interation between the teacher and the students. In the explanation of three strategies the author adopts several actual teaching cases to shed some light to the effectiveness and application of story-teaching. In fact, the three strategies are inseparable. For the analytic purposes this paper tried to break the process into three parts, which could be an innovation in researches alike.Due to the limitations of time, samples, circumstances and abilities of the author, there is still some room for improvement in this topic research such as the time budget of story-teaching in class hours, the acquirement of story-teaching by various teachers, the application of modern technologies in story-teaching and so on.