Research On The Integration Strategies Of Indigenous Knowledge In English Teaching In Rural Primary Schools

Rural primary education is the key to improving the quality of education throughout the rural areas in China and an important part of the revitalization of rural education.However,due to the urbanization orientation of education value and the impact of the examination-oriented education system,rural primary education has problems that need to be solved currently,such as the gradual disappearance of local characteristics and the separation of teaching from students` life and rural reality.Compared with other disciplines,as a foreign language,there is a lack of English language environment for learning and using English in rural areas in China.However,practicality and life are the feature of English teaching,and they require the creation or integration of real situations for English teaching and learning.As for indigenous knowledge is the knowledge of the situation of rural teachers and rural primary school students,and integrating the indigenous knowledge which contains rural life experience and wisdom into the English teaching of rural primary schools to create an English teaching situation that is close to the emotional status of rural primary school students is the key to improving the quality of English teaching in rural primary schools.It helps to cultivate the core literacy of English and the love of rural areas for primary school students,and solve the problems that English teaching is separated from rural reality.Based on the above considerations,this paper uses the English subject as the carrier to research on the value,current situation,problems,reasons and countermeasures of indigenous knowledge integrating in rural primary English teaching.This paper selects a total of 252 English teachers in the 57 rural primary schools in Chengdu,Chongqing and Ziyang as the research object.Through the questionnaire survey method,interview method and classroom observation method,it is found that most of the rural primary English teachers can basically understand the significance and value of indigenous knowledge.Based on the theory of life education and the theory of situational education,there are still many problems in integrating indigenous knowledge into English teaching.For example,the rural primary English teachers are not fully aware of the connection between indigenous knowledge and English textbooks.The lack of teachers' attention to indigenous knowledge in the teaching design leads to the randomness of the integration process.Teachers are not sure how to integrate indigenous knowledge into teaching and it is difficult to grasp the balance between English knowledge,western culture and indigenous knowledge,and local culture in English teaching Teachers cannot use indigenous knowledge to create a real localized English teaching situation,which leads to poor integration.Although there are many factors for the difficulty in integrating rural knowledge into the English curriculum in rural primary schools,such as caused by rural society,schools and students and so on,teachers play a key role in the process of integrating indigenous knowledge into English teaching.On account of this,this paper mainly analyzes and explore the above problems from teachers' perspective.The above problems have been caused by the following factors,such as the rural primary English teachers` insufficient interpretation and provision of indigenous knowledge,misunderstanding of the purpose and value of the indigenous knowledge integration,weak exploitation and organization of the textbook,It is urgent to improve English teaching in rural primary schools through theory and practice combining research,constructing effective and targeted optimization strategies and the rational integration of indigenous knowledge.On account of the analysis of the above problems and their causes and the reference to previous studies,based on the theory of life education and the theory of situational teaching,the current rural primary English teaching can be optimized through the following strategies.First,establish a localized concept of primary English teaching.Second,clarify the integration logic of indigenous knowledge and English textbooks.Third,create an English teaching process,which students are familiar with.Fourth,construct a local knowledge material library for primary English teaching.Through the above practical strategies,it can be sure that the localization of rural primary English teaching can be realized,rural primary English teaching based on life enhanced and teaching efficiency effectively improved.