Primary education is in the basic position of national education. The following is my graduation thesis on primary education for your reference. Model essay I: Analysis on the reform of oral English course for primary education majors < P > Abstract: After the new curriculum reform, in order to meet the new requirements for primary English teachers in the basic education stage, as local undergraduate colleges that train future primary English teachers, their oral English courses for primary education majors must be reformed. This paper takes the oral English course of primary education major (English direction) in local undergraduate colleges as the research object, finds out the factors that affect the improvement of students' oral English, and puts forward corresponding strategies to reform the existing teaching mode and improve the oral English level of normal students, so as to meet the needs of primary school English classroom teaching and adapt to the reform of basic education teaching.

Keywords: new curriculum reform; Primary education major; Oral English; Curriculum reform

In 2114, the Ministry of Education issued the Guiding Opinions on Further Strengthening the Training of Teachers in the New Curriculum of Basic Education, which pointed out: Normal universities and teacher training institutions should further establish the guiding ideology of serving basic education. According to the requirements of the new curriculum reform for teachers, we should reform the teacher education and training mode, update the teaching content, teaching methods and teaching means, and improve the quality of running schools. We should pay attention to strengthening the training of comprehensive curriculum teachers and strive to deliver new teachers for primary and secondary schools to meet the requirements of the new curriculum. ? [1] With the deepening of the curriculum reform of basic education in China, the primary English education in China has undergone fundamental changes, and the requirements for primary English teachers who undertake primary English courses have been further improved. However, due to various practical factors, the oral English level of primary school English teachers in underdeveloped areas in the west is worrying. In primary school English class, English teachers' oral English level has a far-reaching impact on classroom teaching effect. In order to meet the needs of normal education, the teaching content of the current oral English course for primary education majors must be reformed. Therefore, it is of great significance to discuss the reform of oral English course for primary education majors (English direction) to improve the quality of oral English training for primary English teachers in the future. At present, how to adapt to the new requirements of primary school English teachers in the basic education stage, find out the teaching methods and strategies of oral English classroom which are in line with the actual situation and have distinctive characteristics, and improve the oral English level of primary school English teachers has become a subject of important theoretical and practical significance in the current basic education curriculum reform.

First, the current situation of oral English courses for primary education majors (English direction)

From 2111 to now, English courses have been offered in primary schools in China for fourteen years. However, English teaching in primary schools in various regions is still in the process of gradual development, especially in economically underdeveloped areas. There are many shortcomings in English teaching in primary schools, such as the shortage of teachers, the low English level of teachers, especially the poor oral English, and the unreasonable structure of teachers. These are unavoidable problems in English education in primary schools. Therefore, how to improve the oral English of normal students majoring in primary education (English direction) has become the first problem to be solved. At present, non-English majors in colleges and universities can only be exposed to English knowledge through the compulsory course College English. Although the standard of listening, speaking, reading and writing is set in College English course, in many colleges and universities, college English basic courses are divided into intensive reading (or reading, writing and translating) and listening (or listening). Intensive reading class accounts for 3/4 of the total class hours, and the so-called listening class is mostly concentrated listening training because of the constraints of teachers and class size. In addition, there is generally no oral test in college English course exams, which also makes students accustomed to exam-oriented education ignore oral learning. [2] Primary education major (English direction) is to cultivate primary English teachers who have the basic theories and skills of primary education major, have strong adaptability and certain educational research ability, and are competent and creative in primary education and teaching. Students majoring in primary education (English) belong to non-English majors, so it is difficult for students of this major to improve their oral English simply by studying College English. The mastery and application of spoken English is one of the skills that students must have to become qualified primary school English teachers in the future. Therefore, the course of Oral English is very important for the normal students of this major. Oral English is an expressive course, which is the main professional basic course for students majoring in primary education (English direction), and also a compulsory course in professional direction. It aims to make students have fluent and correct oral English expression ability, develop good language use habits and ensure their correctness and accuracy in using English language through strict oral English training. The course of Oral English offered by the primary education major of the secondary college where the author works has 6 credits, ***96 class hours, which are taught in 3 semesters, with 32 class hours per semester and 2 class hours per week (one semester is taught in 16 weeks). The selected textbook is Oral English Course (1,2 volumes), edited by Yao Baohui and published by Higher Education Press. The classroom used for teaching is a teacher's language training room equipped with multimedia equipment and blue pigeon teaching system.

Second, the problems existing in the oral English course for primary education majors (English direction)

Although I attended the oral English course for three semesters, through a series of oral English skills training, the teachers' oral English has been improved to some extent, which basically meets the requirements of the course objectives, but the author also found some shortcomings in the current oral English course during the uninterrupted teaching.

1. The implementation of three-dimensional goals in the course is not in place. The three dimensions of the new curriculum goal are knowledge and skills, process and method, emotional attitude and values, which require students to master methods, acquire knowledge, form abilities and cultivate emotional attitudes in the process. However, in the course goal of Oral English, the three-dimensional goal is not fully implemented to a certain extent, which is mainly manifested in: paying too much attention to students' mastery of subject knowledge, not paying enough attention to the requirements of students' ability, the learning process and learning methods adopted by students, and the formation of students' emotional attitudes and values; Emphasis is placed on the cultivation and training of students' oral English skills, while the cultivation and training of students' teaching in English is relatively weak. For example, students have a good sense of English language, correct pronunciation and fluent conversation. They can talk about a certain topic in Kan Kan, but they may not be able to give full play to their oral advantages to have a good English class.

2. Lack of language communication environment. Krashen put forward in the input hypothesis that fluency in spoken English is naturally achieved with the accumulation of time and cannot be learned directly through teaching. [3] The improvement of oral English ability depends on a real language communication environment, where learners receive a lot of language input and then convert it into language output. As a matter of fact, students only have two classes a week for fixed oral English learning time, and the classroom becomes the main position for them to learn and train oral English, so it is difficult to achieve the goal of a large number of English language input and output. Moreover, in classroom learning, real language scenes are often simulated according to various special activities. It is difficult for students to feel immersive, and the language knowledge they have mastered has not been used frequently, which limits students' ability to communicate in English to some extent, and even leads to the situation that they don't know how to communicate in English.

3. Students' awareness of subjective status in the classroom is insufficient. After the new curriculum reform, the teaching of various subjects has emphasized the need to change the previous teacher's centralized teaching mode and adopt a student-centered and teacher-guided teaching mode. However, in the classroom teaching of oral English, the teacher's lecturing teaching still becomes the dominant mode, and the students' learning style has not been fundamentally changed, and their awareness of subjective status is insufficient. Because the basic knowledge of English is not solid enough and the pronunciation and intonation are not standard enough, many students have no confidence in their spoken English, are afraid of making mistakes, are ashamed to practice in class, are in a passive state of learning, and fail to adjust their mentality and give full play to their enthusiasm and initiative in learning.

4. The course evaluation method is too simple. At present, the evaluation method of oral English course is still too simple. The final oral examination is adopted for the assessment, and the recording equipment in the teacher's language training room is selected for recording. The performance evaluation is determined by the combination of the final oral examination results and the usual classroom performance results, in which the final oral examination results account for 71% of the total score and the usual scores account for 31% of the total score, calculated by a percentage system. The content, method and subject of evaluation are still a little single, and it is still impossible to truly evaluate students comprehensively. [4] Summative evaluation plays a major role in the overall evaluation of students' learning effect. Formative evaluation fails to reflect its characteristics and advantages, and can not properly reflect the progress and gains of students in the learning process. On the contrary, some uncertain factors in the examination process affect students' test scores, which in turn interferes with the evaluation of students' final learning effect and dampens students' enthusiasm for learning.

Third, the countermeasures for the reform of oral English curriculum for primary education majors (English direction)

1. Construct and implement three-dimensional goals. Proposed by the new curriculum reform? Three dimensions? The curriculum goal embodies the requirements of quality education and the requirements of the new era of all-round development. [5] In the oral English course, we should first put forward clearer and more detailed requirements for professional knowledge and ability, and integrate the characteristics of normal education in primary education into the teaching of subject knowledge, such as adding the training of teaching skills such as correct classroom language of teachers and communication language with students in the primary English classroom to the course content learning. Let students improve their oral English and exercise their ability to teach and educate as normal students. Thirdly, it is to stimulate students' enthusiasm for learning, change from being dynamic to being dynamic, and innovate the process and method of acquiring knowledge. As the old saying goes, it is better to teach people to fish than to teach them to fish. The learning of spoken English is a persistent process, so the improvement of spoken English can't be achieved overnight, because each student's English foundation is different and his ability to master knowledge is different, but different students can adopt different learning methods according to their own learning situation, and good learning results can be obtained through their own efforts. Finally, we should also pay attention to cultivating students' emotional attitudes and values, help students understand western culture, customs and etiquette, and at the same time help students establish a correct outlook on life and values, so as not to let students be influenced by some bad western ideas.

2. Create a language communication environment. The importance of a good language environment to language learning is self-evident. Classroom is the most intensive place for normal students to contact English, and teachers should firmly grasp this important place. Help them correct their pronunciation and intonation by playing audio and video; Learning English songs and tongue twisters can help them eliminate their inner tension in learning foreign languages and cultivate their sense of English language; English radio and news can help them? Sharpen your ears to master the rhythm and speed of English pronunciation; The original English TV series and movies can make them imitate the authentic speaking style of English-speaking people and learn more about the society and culture of English-speaking countries. It's not enough to create a language communication environment simply by relying on classroom time. Teachers should also use extra-curricular time to open English corners, English speech contests and various English special activities to broaden the channels for students to practice oral English. You can also invite foreign teachers and foreign students to participate in the above activities, so that students have the opportunity to really use English and practice their oral communication skills in real communication activities.

3. Innovative oral English teaching methods. Since the enrollment expansion of colleges and universities, the number of students has been increasing, and the number of students majoring in primary education has also increased day by day. The number of students in each class is about 41. For oral English courses, teaching in large classes is very unfavorable to students' oral English learning. Because of the limited classroom time, teachers can't take care of many students, and each student has fewer opportunities to practice oral English in class. It is easy for teachers to become leaders and students to become passive learners from active learners. Teachers tend to neglect one thing and students' learning enthusiasm is also dampened, so oral English teaching must innovate teaching methods, which is in line with the characteristics of college teaching. Because the main characteristics of college teaching should be: from the direct control of teachers to the transmission of information controlled by teachers and students; The composition of teachers' teaching gradually decreases, and the composition of students' self-study gradually increases with the increase of grades; The mutual penetration and combination of teaching methods and research methods. [6] In view of the large number of classes and the fact that oral English teaching needs small class teaching to obtain the best teaching effect, teachers should adopt task-based group teaching. In oral English learning, partners are most needed, so students can freely find a practice partner first, and then form a group of four with another group of students. Teachers assign specific learning tasks to each group (divided into basic tasks and improvement tasks), and the team leader is responsible for supervising the completion of the basic tasks in the group. After completing the basic tasks, the team members can choose whether to complete the improvement tasks according to their own learning conditions. Finally, the teachers make comments on the learning results of each group. Teachers should also encourage students to practice boldly and cultivate students' awareness and ability of autonomous learning. Leave blank space for students to learn by themselves.

4. Construct a diversified curriculum evaluation system. At present, the evaluation system of oral English course is not perfect, and the evaluation of students' learning effect is too simple, and they often focus on their usual classroom performance and final exam results as the basis for evaluation. However, oral English classroom teaching should focus on promoting students' development, focusing on observing and measuring students' performance; Focus on promoting the continuous improvement of teachers' teaching level, encouraging teachers to change their ideas and carry out classroom teaching reform. [7] Therefore, it is necessary to construct a diversified curriculum evaluation system and adopt a diversified and procedural evaluation method to evaluate students' learning effect. First of all, we should determine the evaluation standard, which consists of specific quantitative indicators to test students' real learning achievements. Students can make self-evaluation according to the standard first, then the members of the study group can carry out mutual evaluation, and finally the teachers can give corresponding evaluation. The final evaluation results are fed back to the students in time, so that they can fully understand their oral English level at this stage, carry forward the bright spots in learning and make up for the shortcomings. In this way, students can not only know their own learning achievements and enhance their self-confidence, but also find out their own shortcomings, find out the direction of their efforts and set clear learning goals for future study. Improving the oral English level of primary school English teachers has become an urgent need in the current curriculum reform of basic education, and the reform of oral English curriculum for primary school education majors is an important link in cultivating local applied talents. Only in this way can we cultivate new primary school English teachers who meet the basic education stage and meet the needs of social development.

References:

[1] Ministry of Education of the People's Republic of China. Guiding Opinions of the Ministry of Education on Further Strengthening the Teacher Training of the New Basic Education Curriculum [J]. Bulletin of the Ministry of Education of the People's Republic of China, 2114, (13).

[2] Lin Lan. On College Oral English Teaching [J]. China Higher Education Research.