農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)現(xiàn)狀分析及對(duì)策研究

農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)現(xiàn)狀分析及對(duì)策研究農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)現(xiàn)狀分析及對(duì)策研究摘要：隨著英語(yǔ)已成為全球通用語(yǔ)言，學(xué)好英語(yǔ)已成為現(xiàn)代社會(huì)中必備的基本能力之一。然而，在農(nóng)村小學(xué)英語(yǔ)教學(xué)中，語(yǔ)音教學(xué)一直是一個(gè)較為薄弱的環(huán)節(jié)。本論文通過(guò)對(duì)農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)現(xiàn)狀的分析，探討了導(dǎo)致這種現(xiàn)狀的原因，并提出了相應(yīng)的對(duì)策，旨在提高農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)的質(zhì)量，促進(jìn)學(xué)生英語(yǔ)學(xué)習(xí)的發(fā)展。關(guān)鍵詞：農(nóng)村小學(xué)；英語(yǔ)語(yǔ)音教學(xué)；現(xiàn)狀分析；對(duì)策研究一、引言英語(yǔ)作為全球通用語(yǔ)言，對(duì)于我們的學(xué)生來(lái)說(shuō)，學(xué)好英語(yǔ)已成為必不可少的基本能力。然而，在農(nóng)村小學(xué)英語(yǔ)教學(xué)中，語(yǔ)音教學(xué)一直是一個(gè)存在困難和問(wèn)題的環(huán)節(jié)。因此，對(duì)農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)的現(xiàn)狀進(jìn)行分析，并提出針對(duì)性的對(duì)策，對(duì)改進(jìn)英語(yǔ)語(yǔ)音教學(xué)質(zhì)量，幫助學(xué)生更好地學(xué)習(xí)英語(yǔ)具有重要意義。二、農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)現(xiàn)狀分析1.教材不足在農(nóng)村小學(xué)教學(xué)中，由于資源的不足以及師資力量的薄弱，導(dǎo)致教材選擇有限。很多農(nóng)村小學(xué)只有一本教科書(shū)，且沒(méi)有配套音頻材料，使得教師在語(yǔ)音教學(xué)時(shí)面臨較大的困難。2.教師水平不高農(nóng)村小學(xué)英語(yǔ)教師大多數(shù)是畢業(yè)于普通中專(zhuān)或高中的教育水平，英語(yǔ)語(yǔ)音教學(xué)基礎(chǔ)相對(duì)薄弱。加之在農(nóng)村教育條件的限制下，教師缺乏進(jìn)修、培訓(xùn)的機(jī)會(huì)，無(wú)法提高自身的語(yǔ)音教學(xué)水平。3.學(xué)生學(xué)習(xí)環(huán)境差農(nóng)村小學(xué)學(xué)生英語(yǔ)學(xué)習(xí)環(huán)境相對(duì)較差，缺乏與外語(yǔ)環(huán)境接觸的機(jī)會(huì)。學(xué)生在家庭和社會(huì)環(huán)境中很少使用英語(yǔ)，導(dǎo)致他們?nèi)狈φZ(yǔ)音學(xué)習(xí)的實(shí)踐機(jī)會(huì)。三、農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)對(duì)策研究1.優(yōu)化教材針對(duì)農(nóng)村小學(xué)教材不足的問(wèn)題，可以嘗試引進(jìn)一些優(yōu)質(zhì)的教材，如配套的英語(yǔ)語(yǔ)音學(xué)習(xí)教材和音頻材料，以提供更好的語(yǔ)音教學(xué)資源。2.提高教師水平為了提高農(nóng)村小學(xué)英語(yǔ)教師的語(yǔ)音教學(xué)水平，可組織相應(yīng)的培訓(xùn)、進(jìn)修班和研討會(huì)，加強(qiáng)教師的專(zhuān)業(yè)知識(shí)和教學(xué)技能的培養(yǎng)。同時(shí)，引進(jìn)外籍教師或派遣高級(jí)教師到農(nóng)村小學(xué)進(jìn)行輔導(dǎo)和指導(dǎo)，特別是在語(yǔ)音教學(xué)方面給予重點(diǎn)關(guān)注。3.創(chuàng)設(shè)英語(yǔ)學(xué)習(xí)環(huán)境為了提供學(xué)生與英語(yǔ)接觸的機(jī)會(huì)，可以通過(guò)各種途徑組織英語(yǔ)角、英語(yǔ)競(jìng)賽等活動(dòng)，培養(yǎng)學(xué)生對(duì)英語(yǔ)的學(xué)習(xí)興趣和積極性。此外，可以鼓勵(lì)學(xué)生多使用英語(yǔ)進(jìn)行交流，提供英語(yǔ)學(xué)習(xí)資源，使學(xué)生在學(xué)校和家庭中都能接觸到英語(yǔ)。四、結(jié)論農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)確實(shí)存在一定的困難和問(wèn)題，但通過(guò)對(duì)現(xiàn)狀的分析，可以采取相應(yīng)的對(duì)策來(lái)改進(jìn)。優(yōu)化教材、提高教師水平和創(chuàng)設(shè)英語(yǔ)學(xué)習(xí)環(huán)境是改進(jìn)農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)質(zhì)量的重要方向。通過(guò)改進(jìn)語(yǔ)音教學(xué)，提高學(xué)生的英語(yǔ)學(xué)習(xí)能力，促進(jìn)他們?nèi)姘l(fā)展。參考文獻(xiàn)：[1]王小慧，陳海清.農(nóng)村小學(xué)英語(yǔ)語(yǔ)音教學(xué)應(yīng)注意的問(wèn)題[J].曲靖師范學(xué)院學(xué)報(bào),2012,32(4):1-3.[2]李建雪.農(nóng)村小學(xué)英語(yǔ)教師的語(yǔ)音教學(xué)水平狀況及對(duì)策研究[J].河南教育科學(xué)，2018，36（8）：96-97.Abstract:WithEnglishbecomingagloballinguafranca,learningEnglishhasbecomeanessentialbasicskillinmodernsociety.However,intheEnglishteachingofruralprimaryschools,phoneticteachinghasalwaysbeenaweakpart.ThispaperanalyzesthecurrentsituationofphoneticteachinginruralprimaryschoolEnglish,exploresthecausesofthissituation,andproposescorrespondingcountermeasures,aimingtoimprovethequalityofphoneticteachinginruralprimaryschoolEnglishandpromotethedevelopmentofstudents'Englishlearning.Keywords:ruralprimaryschool;Englishphoneticteaching;currentsituationanalysis;countermeasureresearch1.IntroductionAsEnglishhasbecomeagloballinguafranca,ithasbecomeessentialforourstudentstolearnEnglishwell.However,intheEnglishteachingofruralprimaryschools,phoneticteachinghasalwaysbeenadifficultandproblematicpart.Therefore,itisofgreatsignificancetoanalyzethecurrentsituationofphoneticteachinginruralprimaryschoolEnglish,andproposetargetedcountermeasurestoimprovethequalityofEnglishphoneticteachingandhelpstudentslearnEnglishbetter.2.AnalysisofthecurrentsituationofphoneticteachinginruralprimaryschoolEnglish1.InsufficientteachingmaterialsInruralprimaryschoolteaching,duetothelackofresourcesandweakteachingstaff,thechoiceofteachingmaterialsislimited.Manyruralprimaryschoolsonlyhaveonetextbook,andtherearenoaccompanyingaudiomaterials,whichmakesitdifficultforteacherstoteachphonetics.2.LowteacherlevelMostoftheEnglishteachersinruralprimaryschoolshaveaneducationlevelofordinarysecondaryvocationalschoolorhighschool,andtheirbasicEnglishphoneticteachingfoundationisrelativelyweak.Inaddition,undertheconstraintsofruraleducationconditions,teacherslacktheopportunitytofurthertheireducationandtraining,andcannotimprovetheirownphoneticteachinglevel.3.PoorlearningenvironmentforstudentsThelearningenvironmentforEnglishinruralprimaryschoolsisrelativelypoor,andstudentslackopportunitiestobeexposedtoforeignlanguageenvironments.StudentsrarelyuseEnglishintheirfamilyandsocialenvironments,whichleadstoalackofpracticalopportunitiesfortheirphoneticlearning.3.Countermeasuresforphoneticteachinginruralprimaryschools1.OptimizeteachingmaterialsTosolvetheproblemofinsufficientteachingmaterialsinruralprimaryschools,itispossibletointroducehigh-qualityteachingmaterials,suchasEnglishphoneticlearningmaterialsandaudiomaterials,toprovidebetterphoneticteachingresources.2.ImproveteacherlevelsInordertoimprovethephoneticteachinglevelofEnglishteachersinruralprimaryschools,itispossibletoorganizecorrespondingtraining,furthereducationcourses,andseminarstoenhanceteachers'professionalknowledgeandteachingskills.Atthesametime,foreignteacherscanbeintroducedorseniorteacherscanbesenttoruralprimaryschoolsforguidance,especiallyfocusingonphoneticteaching.3.CreateanEnglishlearningenvironmentInordertoprovidestudentswithopportunitiestobeexposedtoEnglish,variousactivitiessuchasEnglishcornersandEnglishcompetitionscanbeorganizedtocultivatestudents'interestandenthusiasmforlearningEnglish.Inaddition,studentscanbeencouragedtouseEnglishforcommunication,andEnglishlearningresourcescanbeprovidedsothatstudentscanbeexposedtoEnglishbothatschoolandathome.4.ConclusionThereareindeeddifficultiesandproblemsinphoneticteachinginruralprimaryschoolEnglish,butthroughanalyzingthecurrentsituation,correspondingcountermeasurescanbetakentoimproveit.Optimizingteachingmaterials,improvingteacherlevels,andcreatinganEnglishlearningenvironmentareimportantdirectionsforimprovingthequalityofphoneticteachinginruralprimaryschools.Byimprovingphoneticteaching,students'Englishlearningabilitycanbeimproved,andtheircomprehensivedevelopmentcanbepromoted.References:[1]WangX,ChenH.Issuestobepaidattentiontoinphoneticteac