A Research On Education For International Understanding In Junior Middle School English Teaching

The rapid development of globalization has made countries closer to each other.Besides,international understanding has become consensus of the core literacy standards in all countries and the key requirement of the English curriculum standards.The development of Education for International Understanding(EIU)is in line with the trend of times and is an inexorable trend in the future development of Chinese education.Education for International Understanding(EIU)has a long course of development.Although our country started late in this field,it develops rapidly and has made a great breakthrough both in theory and practice.In the past,most of the research on Education for International Understanding(EIU)focused on primary school,high school and university stage,but less on junior middle school stage.This research focuses on Education for International Understanding(EIU)in junior middle school English teaching and combines textbook analysis,curriculum standards and teaching practice with some empirical studies,in order to provide Education for International Understanding(EIU)with a more comprehensive perspective.By consulting the authoritative literature about Education for International Understanding(EIU),this study makes a systematic analysis of Education for International Understanding(EIU),expounds and combs its development and basic contents.Based on the analysis of junior English textbooks(Yilin edition),it is found that there are some problems in the Education for International Understanding(EIU)in junior English textbooks,such as unbalanced grade distribution and imperfect subject content.Based on the analysis of English curriculum standards,it is found that the requirements of Education for International Understanding(EIU)in English curriculum standards are more complicated and in-depth in nature,concept and requirements.Through the analysis of the teaching design of different grades,it is found that with the increase of grade,the teaching content is more in-depth.At the same time,this study compares two editions of junior English textbooks(PEP edition and Yilin edition)in order to find their internal relations.In the design of the empirical study,questionnaires were given to junior middle school English teachers and students to test their international understanding capacity.At the same time,this study conducted in-depth interviews with some junior middle school English teachers to find out their views on Education for International Understanding(EIU),awareness level and suggestions.Finally,based on the analysis of textbooks and the results of empirical research,this paper summarizes the factors that influence the development of Education for International Understanding(EIU)in junior middle school English teaching and provides corresponding optimization strategies.This study finds that English teachers and students in junior middle school are in middle level of international understanding capacity.Both of them are weak in the level of understanding thinking.Based on the results of interviews,textbook analysis and questionnaire survey,this paper summarizes the influential factors of Education for International Understanding(EIU)in junior middle school English teaching,which can be divided into five levels: system,textbooks,school,teacher and student.At the institutional level,there are mainly the following problems:(1)the existing entrance examination system limits the content of English teaching;(2)there are no specific requirements for Education for International Understanding(EIU)in English curriculum standards.At the level of textbooks,there are mainly the following problems:(1)the distribution of the topics related to the Education for International Understanding(EIU)is uneven;(2)there is a lack of corresponding supplementary reading materials.At the school level,there are mainly the following problems:(1)there are few subject activities related to Education for International Understanding(EIU);(2)teaching resources in school are not yet perfect.Teachers have the following problems:(1)teachers’ international understanding capacity is low;(2)teachers’ ability to study textbooks is different;(3)teachers’ teaching contents are limited by the school hour,and the requirements for students are lower.At the level of students,there are mainly the following problems:(1)the current language ability of students is not enough and their cognitive level is low;(2)the heavy pressure of further studies weakens students ’interest in Education for International Understanding(EIU).In order to better develop Education for International Understanding(EIU)in junior middle school English teaching,this study puts forward some strategic suggestions.At the level of system,we should reform the way of English teaching evaluation and refine the requirements of Education for International Understanding(EIU)in English curriculum standards.At the level of textbooks,we should enrich the contents of teaching materials,increase the variety of subjects and supply the contrast between Chinese and foreign culture in textbooks.At the school level,efforts should be made to improve teaching resources,improve teacher allocation,and enrich English subject activities.At the teacher level,improve training for English teachers,improving teachers’ international understanding capacity.At the student level,play a subjective initiative to improve their international understanding capacity.This research also has considerable room for improvement.As for textbook analysis,many other versions of textbooks can also be analyzed from the perspective of EIU,except Yilin edition and PEP edition.In the comparison of various versions,we can grasp the links between textbooks and find the best way to compile them.In addition,when international understanding capacity tests are conducted,the range of study subjects can continue to be expanded in the future to make the resulting data more representative.