A Study On The Differences And Optimization Strategies Of English Education In Urban And Rural Junior Middle Schools

Compulsory education is the basis for improving the quality of the nation and the beginning of realizing social equity.It is also the most important part of China's education reform and development.However,due to the differences and imbalances in social development among regions and between urban and rural areas,there are still obvious disparities in the level and quality of compulsory education among regions,between urban and rural areas,and among schools,and the contradiction between the increasing demand for high-quality education and the insufficient supply is still prominent.Therefore,promoting the balanced development of compulsory education is the primary goal of compulsory education in China,and it is considered as the first step to achieve the balanced development of compulsory education that taking the lead in achieving the basically balanced development of compulsory education and constantly narrowing the gap between schools in the county.As a basic English teacher in rural junior middle school in Lingxian County,the author has been engaged in English education for nearly ten years,deeply feeling that the differences between urban and rural education have a great impact on English education in rural junior middle schools.Therefore,the author makes a comparative analysis of English education in urban and rural middle schools in Lingxian by means of literature,questionnaire,interview,mathematical statistics and logical analysis,founding that there are obvious differences in English learning interests,learning habits,basic knowledge and English application ability between urban and rural junior middle school students in Lingxian County.In terms of teaching facilities,there has been a significant improvement in the configuration of basic teaching facilities in rural junior middle schools in Lingxian,with spacious,bright and tidy classrooms and a full range of teaching and auxiliary materials,and each school is equipped with computers,projectors,etc,meeting the basic needs of English teaching.English teachers in both urban and rural junior middle schools have a clear understanding of the teaching concepts set forth in the new curriculum standard,however,on the implementation of it,teaching concepts in rural junior middle schools are not implemented in place because of various reasons;in terms of teachers strength,the number of English teachers in rural junior middle schools is small,and the old and inexperienced teachers are numerous,but the proportion of young and middle-aged excellent teachers is small,therefore,the age structure has a "collapse" phenomenon;English teachers in rural junior middle schools are not well educated,and many teachers are not trained in English education.Their English professional knowledge is relatively weak and the knowledge of pedagogy,psychology and so on,which is closely related to English teaching,is deficient and the teaching ability is relatively insufficient.In terms of professional titles,the proportion of primary title of English teachers in rural junior middle school is the largest,followed by the intermediate title,and the senior English teachers almost not,the job title structure is unreasonable;due to various reasons,the outstanding students in rural junior middle schools are losing out,and the weakness of teachers strength in rural junior middle schools is the primary reason for the phenomenon.However,the declining quality of the source of students has in turn become a stumbling block in improving the level of English teachers in rural junior middle schools,thus forming a vicious circle.The author summarizes the differences between urban and rural junior middle school English education in Lingxian County and finds that the configuration level of basic teaching facilities in rural junior middle school has been greatly improved with the continuous support of the policy,meeting the basic needs of English teaching and gradually narrowing the gap between urban and rural junior middle schools in Lingxian.However,the gap of the level of English education and the comprehensive quality of students between rural and urban junior middle schools has not been narrowed,or even increased in response.All kinds of signs show that the weakness of English teachers strength in rural junior middle schools is the main reason for the difference of English education between urban and rural junior middle schools in Lingxian.Through the study,the author finds that the main factors affecting the construction of English teachers in rural junior middle schools in Lingxian County are as follows,that is:the urban-rural gap of total income,the urban-rural gap of professional development prospects and the urban-rural gap in working and living conditions.Therefore,the author believes that teachers' salary in rural junior middle schools should be improved effectively,reducing the gap of English teachers' overall income between urban and rural junior middle schools,and the living and working environment of rural teachers should be improved;and the government should strengthen the training of English teacher in rural junior middle schools,helping them achieve professional development.