Junior high school English in rural areas under the New Criteria polarization causes and countermeasures.docVIP

Junior high school English in rural areas under the New Criteria polarization causes and countermeasures Abstract: This article from teachers, students, social, family, teaching in rural secondary schools in five analyzed the causes of polarization in English language teaching, and put forward six response measures. Keywords:: Teaching; polarization; causes; countermeasures New Curriculum Junior English has been used for several years, but the polarization of students is more serious than the old material. Students have encountered unprecedented pressure, teachers are very much of the confusion, not knowing what to do? Polarization, especially in rural areas is very serious. Here the writer’s more serious polarization causes and countermeasures were discussed. A serious cause of polarization 1. The reasons for English language teachers (1) Teaching old Rural junior high school English teaching to help out, to hope, we must reform, can no longer cling to stereotypes and continue to follow the old teachings. Therefore, the teachers themselves should have a correct outlook on education, the quality concept, clear teaching goals, master the English language curriculum materials, with good command of English professional knowledge and professional ability, using effective teaching methods and evaluation tools. Currently, many English teachers super workload, week 14, five lessons, as well as early study up, teachers, busy with school, classes, counseling, and these duties can seldom be out of time to delve into teaching materials and methods, resulting in a number of Teaching appear in ‘wearing new shoes, take the old road’ phenomenon. Junior high school English classroom teaching is the main channel to learn English, if a teacher is not teaching law, not strictly follow the laws of language teaching, and comprehensively implement the principle of English teaching; teachings single inflexible, only focusing on knowledge transfer, pay no attention to capacity-build