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English Education in Rural China: Practices, Problems and Suggestions

Author: LiuYiNan
Tutor: DingYanRen
School: Nanjing University
Course: English
Keywords: Rural English Education Funds Teacher
CLC: G633.41
Type: Master's thesis
Year: 2011
Downloads: 465
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Abstract


This study focuses on English teaching in China's rural problems are discussed, at present, relatively few studies in this field. The relatively new research from the perspective of English teaching inputs for rural issues are analyzed: This study reports a rural English teachers and government officials for the current problems of rural English teaching perspectives and characteristics of rural English class, and finally made on how to improve English teaching comments and suggestions in order to be able to attract more community for narrowing the gap between urban and rural education concerns, deepen education gap for knowledge and understanding. This study used a questionnaire for rural students to explore the frequency of different classroom activities, as well as interviews with a way to understand the local government officials, teachers and teaching English for rural views. This study answers the following three questions: a rural English teachers teach what the content and form? 2, rural teachers and government officials found a rural English teaching what issues? 3, rural teachers and government officials What proposals to improve rural English teaching? questionnaires and interviews findings show that rural English class is mainly used in traditional grammar and translation teaching method, which is mainly in the form of teachers in the classroom to explain the texts and grammar knowledge. Classroom is teacher-centered, but to some extent, students can interact with teachers and classmates. In addition, the rural English course content is strictly limited to the basic materials. Finally, teachers often use corporal punishment method, rather than using the means of communication in order to establish the authority of teachers. This study also reported a rural English teaching some problems: the lack of financial support, lack of high-level teachers, lack of teaching ability training, high workload of teachers, class preparation and lack of teaching and research, as well as students with lower motivation to learn. In 2001, the State Council called for all primary schools in 2002 to popularize the latest English lessons. As teachers lack of reserves and the lack of financial investment, the development of this policy on English teaching in rural areas has led to many problems. This study shows the respondents' suggestions to improve English teaching in rural areas: a textbook training local teachers take advantage of the audio-visual materials, and to give students with more memory learning content; Second, to encourage local teachers for their teaching problems and solutions to communicate, so that teachers who formed self-help groups to overcome the difficulties encountered in teaching, it would be a realistic and effective way. Conclusions of this study in the following aspects significance significant. First, at the policy level, this study hopes to contribute to a better understanding of educational inequality, which policy implementation by providing information to help adjust the level policy-making process; Secondly, in the practical level, this study on how the Government should improvements for greater policy support underdeveloped regions recommendations; Finally, in the teaching level, this study presents the rural English teachers on how to improve their teaching suggestions.

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CLC: > Culture, science,education, sports > Education > Secondary education > Subjects teaching methods, teaching aids > Foreign language > English
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