A Practical Study On Situational Micro-lessons In Oral English Teaching In Rural Primary School

Oral English teaching has always been a very important link in English teaching,which is directly related to the development of students’ comprehensive English language ability.The Compulsory Education English Curriculum Standard(2011Edition)(hereinafter referred to as the "New Curriculum Standard")requires to emphasize the oral communication ability of English as a language and attach importance to the practicality and application of language learning.However,it is common that most of the rural primary schools ignore the oral English teaching in the actual teaching process because of a lack of English language environment and usage scenarios.What’s more,the oral English teaching means are single and simple with little creativity and low efficiency,which causes low enthusiasm in oral English learning.Students are reluctant to speak English and learning emotion attitude is not satisfying,which in turn causes low oral English ability.Therefore,how to effectively create a language learning environment in rural classrooms to improve students’ emotional attitude in oral English learning and enhance oral English ability is an urgent problem to be solved in oral English teaching in rural primary schools.Situational learning theory,Kristin’s hypothesis of second language acquisition theory and the similarity principle of thinking science all emphasize the situational nature of learning.Based on the modern information platform,situational micro-course creates various close-to-real-life situations around a certain knowledge point or teaching link,which allows students to conduct language practice activities step by step based on real events or real problem-solving scenarios.This can provide possibilities for the transformation of oral English teaching methods in rural primary schools.This paper will study the impact of situational micro-course on rural primary school students’ oral English ability and emotional attitude in oral English learning.The author,who teaches English in LM primary school,one of Jining’s rural primary schools,did a teaching experiment among fifth-grade students.With the data collection and analysis of this teaching experiment,this study has found that:(1)Situational micro-course has a positive influence on the oral English ability of rural primary school students as a whole.After the implementation of situational micro-course oral English teaching,the oral English ability of experimental class students has been improved as a whole.(2)Situational micro-course has different effects on the oral ability of students with different English language levels.Generally speaking,students of excellent-level oral ability is not significantly affected by situational micro-course,while students of average-level or lower-level are positively affected by situational micro-course.(3)Situational micro-course also has a relatively positive impact on the overall emotional attitude of rural primary school students in oral English learning,especially in the aspects of interest,motivation,self-confidence and will.Based on the research findings above,the author confirms the feasibility and effectiveness of situational micro-course in improving rural primary school students’ oral English ability and improving their emotional attitude in oral English learning.The author hopes to attract the attention of rural primary schools to oral English teaching,and appeals to rural primary school English teachers to actively improve their teaching methods and make full use of information resources to create oral English learning situation for rural pupils.