Study On Problems And Strategies Of Low-level English Dialogue Teaching In Primary School

Dialogue refers to the equal and free communication activities carried out by both sides of the speech subject,and is the carrier of thought exchange and collision between the two speech parties.To achieve "Dialogue Teaching" is the tireless pursuit of school educators and researchers.However,at present,the phenomenon of teacher-oriented,textbook-based,and knowledge-based phenomena still exists in English classroom teaching in elementary schools.The haze of examinations has not been completely eliminated.Therefore,the research on primary school English dialogue teaching still has the following problems to be solved: What is primary school English dialogue teaching? What are the current problems in primary school English Dialogue Teaching? Why is there such a problem in Dialogue Teaching in primary schools? How to solve such a problem in English Dialogue Teaching in primary schools? With the above questions,this study has launched a strategy study on the teaching of English Dialogue Teaching in the lower part of primary school.By consulting books and literature,combined with internship experience in elementary school,this study intends to analyze the causes of the problems in combination with Paul Freire's "Objective Action Theory" based on the current situation of English conversation teaching in the lower part of elementary school.The core concepts are defined in detail.In addition,starting from the root of the problem,this research intends to explore the English dialogue teaching strategies between teachers&textbooks,teachers&students,teachers&teachers from before-teaching,while-teaching and after-teaching,so as to realize the real English Dialogue Teaching of low-level primary.The full paper is divided into five parts:The first part is introduction.By consulting the literature and combining internship experience,this research transitioned from the origin of the research to the questioning,identified the research goals,meanings,and methods,and conducted aliterature review of relevant research at home and abroad,and defined the core concepts.At the same time,Paul Freire's "dialogue action theory" was established as the theoretical basis for this study.The second part is a survey of the current situation of dialogue teaching in the primary school.Through observation and interviews,this study clarified the environment and objects of the study,and conducted observations and interviews with three English teachers in the second grade of a primary school in Chengdu,and designed relevant interview outlines and observation scales for lower primary English.Describe the current situation of dialogue teaching,analyze and sort out relevant data,and carry out a systematic analysis to lay the foundation for discovering the problems of dialogue teaching in the primary school.The third part is the problems existing in the lower part of dialogue teaching in elementary school.Based on field investigations,this study sorts out the multiple dialogue problems existing in the lower-level English dialogue teaching in primary schools from the three stages of teaching before,during and after teaching.The fourth part analyzes the problems existing in the lower part of dialogue teaching in elementary school by closely combining the theory of dialogue action of Paul Freire and the practice of English teaching in primary schools.The fourth part is to raise the strategies of teaching English conversation in the lower part of primary school.This part starts with teachers,and explores the dialogue activities conducted by teachers with texts,students,and teachers before,during,and after the three stages of teaching respectively,and uses this as a strategy to optimize the teaching of English conversation in the lower part of primary school.