An Experimental Study On The Theme-based Instruction In Primary School English Vocabulary Teaching

At present,the teaching methods commonly used in primary schools in China from a macro point of view mainly include: the teaching methods of obtaining indirect experience in the form of language,the teaching methods of obtaining indirect experience in the form of intuition,and the teaching methods of forming techniques and skills in the form of practical training.The main reason why these teaching methods are often adopted is that they have extremely important use value and have specific effect on improving teaching quality.But any teaching methods are not omnipotent,which needs the teacher must grasp each kind of commonly used teaching method’s characteristic,the function,the applicable scope and the condition,as well as should pay attention to the question and so on,causes it to play the function effectively in the teaching practice.This paper will study and discuss the application of the theme-based instruction teaching method in primary school English vocabulary teaching.This paper mainly discusses what is the attitude of primary school students towards the theme-based instruction and whether the teaching method can improve pupils’ English vocabulary learning ability.In the four-month teaching experiment,the theme-based instruction teaching method is applied in the classroom of English vocabulary teaching in primary school.The researcher randomly selected two parallel classes in the Central Primary School,Wangcun Village,Daming County as the research objects,with 35 students in the experimental class and 35 in the control class.The experimental class adopts the theme-based instruction teaching method and the control class adopts grammar translation method.Questionnaire,test papers were used in the study.Experimental data obtained using the professional statistical software for SPSS23.0.This paper has got the following conclusions: the contrast class scores in the pretest had no significant differences with the scores in the post test,the experimental class scores in the post test were significantly higher than the pretest scores;in the pretest,there was no significant differences between the contrast classand the experimental class;in the post test,the experimental class scores were higher than the contrast class scores.Through questionnaires,it is found that primary school English vocabulary memory and understanding are improved through the theme-based instruction teaching experiment,which proves that primary school English vocabulary learning ability is significantly improved through the theme-based instruction teaching method.