The 5th National Primary School English Teachers' Teaching Skills Competition
Outline of proposition (revised edition 20 12)
The National Primary School English Teachers' Teaching Skills Competition aims to implement the Party's educational policy and national education policy, implement the Outline of the National Medium-and Long-Term Education Reform and Development Plan (20 10-2020), and try out the Professional Standards for Primary School Teachers (Draft for Comment) formulated by the Ministry of Education to promote the reform of English teaching in primary schools in basic education. Encourage primary school English teachers to improve their basic knowledge, basic skills, application ability and English teachers' knowledge, teaching skills and scientific research ability, commend outstanding teachers who have emerged in primary school English teaching activities, promote the transformation of primary school English teachers in teaching ideas, teaching concepts, teaching methods and means, and promote the substantial improvement of primary school English teaching quality and academic performance throughout the country.
The national primary school English teachers' teaching skills competition is an effective form of professional development and training for primary school English teachers. The contest is held every two years and adopts two procedures: the preliminary contest (paper and pencil test form) and the final contest (speech form). The preliminary contest is given by the national unified proposition and the national unified time examination, with a total score of 150, in which the first volume is English language knowledge, English skills and comprehensive application ability (70 points) and the second volume is English teacher knowledge and teaching skills (80 points). In the initial test questions, the multiple-choice question is 90 points, and the non-multiple-choice question is 60 points. The final term is in the form of "lecture". The organizing committee of the National Skills Competition unified the proposition, and all localities chose the appropriate time to unify the examination awards.
One,
Propositional principle
1. The content of the proposition should integrate theory with practice. Based on the reality of English foreign language teaching in primary schools in China, according to the basic principles of pedagogy, psychology, linguistics, applied linguistics and English foreign language teaching, combined with the teaching experience of primary English teachers and the reality of current English teaching reform in primary schools, this paper examines the basic language knowledge, teaching knowledge, basic language skills and teaching skills that primary English teachers should have. Conceptually speaking, it focuses on the effective English teaching theories, teaching methods and skills under the national conditions, teaching conditions and learning conditions in China. In terms of language and teaching knowledge and skills, it focuses on the practical basic knowledge and skills of English teaching in primary schools, so that the test questions have high validity and reliability.
2. The competition questions are aimed at most primary school English teachers, and the difficulty should be moderate. The contest should provide impetus for the professional development of English teachers in primary schools through competitions, and encourage the majority of English teachers in primary schools to master their professional concepts and ethics, various professional knowledge and professional abilities through on-the-job training and continuing education on the basis of teacher education and pre-service training, so as to promote the dynamic development and transformation of English teachers in primary schools from new teachers to experienced teachers, from experienced teachers to reflective teachers, and from reflective teachers to expert teachers. Through the two competitions, we will not only check the current situation of primary school English teachers' mastery of professional concepts, basic language skills, teachers' knowledge and teaching skills from the perspective of teachers' occupation, but also spread the basic norms of primary school English teachers' teaching skills, correct and avoid all kinds of misleading and misunderstanding in primary school English teaching, so that contestants can receive continuing education of primary school English teachers' knowledge and teaching skills while checking professional concepts, teachers' knowledge and teaching skills. Therefore, the difficulty of the competition questions should take into account the differences in education levels across the country, pay attention to the professional concept of English, pay attention to the popularization of teachers' knowledge and teaching skills, check the problems, and adopt the form of open-book examination to make most contestants achieve satisfactory results.
3. Competition questions are widely accepted and practical. The proposition of the contest should comprehensively consider the composition and professional theory of English teachers in primary schools in China, the current situation of teachers' professional knowledge and teaching skills, as well as the training content and actual teaching needs of teachers at all levels. While considering the implementation of the national education and foreign language education and teaching guidelines, policies and regulations, we should also reflect the basic contents of continuing education for teachers in China at the national and local levels, so that the contest can become the basis for educational administrative departments at all levels to check the training results and teachers' level. Being an important part of continuing education for scientific research departments, schools and teachers will help English teachers to learn foreign language teaching theory, teachers' knowledge and teaching skills well in the future, which will be acceptable to English majors in normal universities and other people who are interested in primary school teaching. The proposition of the contest is closely related to the reality of English teaching reform in primary schools at this stage, and responds to the problems that primary English teachers are generally confused and need to be solved urgently, so as to adapt to the overall requirements and individual differences of the contestants and the actual situation of different experiences and academic qualifications, and ensure that primary English teachers in different parts of the country can participate in the contest and achieve ideal results.
4. The competition questions are universal and universal. We should consider the present situation of English teaching and English teachers in primary schools all over the country, and think that English teaching in primary schools is the enlightenment teaching for English beginners, focusing on laying a good foundation for students' basic English knowledge and skills, cultivating students' interest in learning English, forming good study habits and laying a foundation for future sustainable development. According to the physiological and psychological characteristics of primary school students, their teaching must adopt entertaining activities or teaching characteristics. The key questions should consider the basic knowledge and skills of primary school English teachers in pronunciation, vocabulary, grammar, listening, speaking, reading, writing and translation, as well as the design ability of various teaching methods, skills and activities suitable for primary school English teaching. The test questions are not only applicable to in-service primary school English teachers, but also applicable to English majors in normal universities who are interested in primary school English teaching, as the content of their pre-service and pre-service training.
Second,
Structure and problems of preliminaries
In order to ensure the social benefits and operability of this contest, the preliminary contest of this contest is divided into two parts, *** 150. One is English knowledge and skills and comprehensive application ability (70 points), and the other is English teaching concept and skills (80 points).
1. Basic knowledge, basic skills and comprehensive application ability of English language (70 points)
This part of the questions will design some questions to examine the basic knowledge of English pronunciation, vocabulary, grammar and topics. The knowledge of language and vocabulary will be examined by examining the knowledge of phonetic symbols and spelling rules and their application in reading, listening, speaking, writing and translation. Reading skills will test the contestants' ability of intensive reading and fast reading, especially the ability of sentence and discourse analysis, by providing various genres of original English books and original articles in newspapers. Listening test mainly examines listening comprehension and coping ability after listening from the perspective of communication. Considering the characteristics of primary school English teachers' solid foundation and the importance of primary school English pronunciation teaching, we should properly examine the players' pronunciation knowledge and pronunciation discrimination ability, mainly to examine their listening comprehension and coping ability in the context; Oral skills will design some contexts, topics and other contextual situations to test the players' daily oral communication ability and the ability to organize classroom English teaching; Writing and translation skills will be presented in the form of sentence pattern conversion, sentence and essay modification, materials and situational compositions, highlighting the positive and negative transfer of English and Chinese and the difficulties of China people in learning English, paying attention to the examination of cultural differences, and reflecting the cross-cultural communication between English-speaking countries, China culture and other cultures in the world.
The test questions for testing English language knowledge, skills and comprehensive application ability are moderately difficult. 70% of the questions examine the content and application scope of English knowledge involved in English textbooks and classroom teaching in primary and secondary schools, and the remaining 30% of the questions are equivalent to the middle level of English terminal in senior high school.
2. English teaching concepts and skills (80 points)
English teaching view refers to the professional theoretical knowledge ability of primary school English teachers, that is, implicit quality, accounting for 30 points. In addition to the knowledge of pedagogy, psychology, teachers' morality, modality, attitude and values that English teachers in primary schools should possess, the professional theoretical level of linguistics, applied linguistics and English foreign language teaching is emphasized.
English teaching skills account for 50 points, which refers to the explicit teaching skills of primary school English teachers, that is, the teaching operation of primary school English teachers applying foreign language teaching methods and related theories in teaching. This part is the focus of this competition, which mainly examines the contestants' classroom teaching design, the use of teaching resources such as teaching materials, the organization of teaching activities, the application of teaching means, the interaction between teachers and students, the operation of teaching and training, the implementation of various examinations and evaluations, the provision of learning motivation, and the cultivation of autonomous learning strategies and learning ability.
This part of the investigation must be based on China's national conditions, the conditions of teaching and learning, the nature of pronunciation, language teaching and English foreign language teaching, and the characteristics of English teaching in primary schools in the basic education stage. In view of the gains and losses and reflections in the past 30 years of reform and opening up and curriculum reform 10, some of the test questions are universal and universal knowledge that primary English teachers must master, and some are corrections and criticisms of fallacies and paradoxes that are very poisonous, so as to cooperate with the current medium-and long-term teaching reform planning and curriculum reform smoothly.
In order to ensure the reliability and validity of the test questions, the test questions are rich in content and information, and the types of questions are diversified, of which 90 are multiple-choice questions and 60 are non-multiple-choice questions. British English is used for listening recording, and open-book answering is adopted, but it is strictly forbidden to copy each other and strictly check the same papers.
Third,
The content and structure of the final title
The final of this contest is in the form of "speech". The last question is based on practical operation, which integrates the basic skills of English teaching in primary schools and the comprehensive ability of language use. The form and requirements of the competition are the same, but the teaching materials, contents and class types used are different. Each player draws lots 24 hours in advance to determine the course type and content, and then gives a 20-minute lecture and on-site defense.
The final is signed in the form of "lectures", and each group has six classes: basic knowledge classes: language, vocabulary and grammar classes; Intensive reading and extensive reading courses; Listening and speaking class; Writing class; Review class; Open a training class. Each question type has 5 events and ***40 questions, which can be reused. Try to use English in lectures and defense, and it is best to use both English and Chinese. It is suggested to adopt the nine-level scoring method (that is, first record the three levels of A, B and C, and then distinguish the overall level according to the upper, middle and lower levels). The scoring standards are provided by the National Proposition Organizing Committee, and the provincial organizing committees can also formulate the scoring standards and methods for each division according to the local actual situation and the final topic.
Speaking and evaluating classes should pay attention to the following main skills:
1. Preparation skills before extracurricular classes
Within 5- 10 minutes of the first class, teachers can know the students' mastery of the teaching content of the last class and the previous stage and the preview of this class through questions and tests. It is not a simple warm-up and introduction, nor is it a "irrigation" and "irrigation" that focuses on lectures from the beginning, which inspires and encourages students to learn actively, but does not advocate "learning before teaching" or "teaching before learning"
2. Skills of game performance and other entertainment classroom activities
According to the class type and the content of this class, teachers design various lively classroom language activities suitable for the psychological and physiological characteristics of primary school students. These activities need extensive participation, from easy to difficult, focusing on teacher-student dialogue, taking into account individual and team activities, and advocating intellectual development and memory thinking training. Teachers are the organizers and participants of the activities.
3. Teaching skills that reflect and adapt to students' individual differences
According to the characteristics of large class teaching in China and the English level distribution of middle, upper and lower students in the class, teachers have decided to focus on most middle and lower students, promote top students and promote poor students, and do not advocate hierarchical teaching and the method of "grasping at both ends and walking in the middle" to achieve the goal of facing all students and promoting their academic development. According to the individual differences of students' learning, personalized guidance is given in teaching and counseling to cultivate students' autonomous learning strategies and various learning abilities.
4. Systematically integrate teaching resources, and the teaching of knowledge and skills focuses on refining skills.
Teachers should integrate teaching materials, teaching AIDS and other teaching resources according to the requirements of syllabus and curriculum standards, systematically reorganize and integrate basic English knowledge and skills, implement intensive teaching tactics according to the actual situation of students and the limitation of class hours, avoid talking more and practicing less, and organically combine all basic language knowledge with the training of basic language skills such as listening, speaking, reading, writing and translation to achieve the best teaching effect.
5. Examination-oriented review of teaching skills and strategies.
Teachers should understand the contents and types of exam evaluation, and guide students to achieve good results in various formative and summative evaluations in daily teaching and review of stage, mid-term, final and graduation exams.
Fourth, the reform ideas of sample questions and propositions
The Organizing Committee of the National Skills Competition will form an authoritative unified proposition and examination for the national proposition group according to the proposition outline (revised version 20 12), and publish the sample questions at all levels of the preliminary contest of the year before each competition for the reference and preparation of participating teachers and units. The types and contents of each competition will change steadily and keep pace with the times. At that time, the reform ideas and sample questions of the competition questions will be published in the designated review reference book "Handbook of English Teachers' Knowledge and Skills", which I hope the participating teachers will pay attention to. (The last sample question is omitted)
Verb (abbreviation for verb) competition bibliography
1. Handbook of English Teachers' Knowledge and Skills, a reference book designated for review in the 5th National Primary School English Teachers' Teaching Skills Competition, written on 20 1 1.
(1) file
2 * * * Central Literature Research Office, Deng Xiaoping Education Theory, People's Education Press.
3. Comrade Hu Jintao's speech at the national forum of outstanding teachers, China Education News, September 6, 2007, 5438+0.
4. Decision of Central the State Council on Deepening Education Reform and Implementing Quality Education in an All-round Way, People's Daily, June 1999, June 17.
5. Compulsory Education Law of People's Republic of China (PRC). Implemented on September 1 2006.
6. English Syllabus for Nine-year Compulsory Education (Revised Trial Edition) revised by the Ministry of Education in 2000, People's Education Press, 2000.
7. Guiding Opinions and Basic Requirements for Offering English in Primary Schools issued by the Ministry of Education's Teaching Basis [20065438+0] No.2, Research on Foreign Language Teaching in Basic Education, 200 1.4.
8. English Curriculum Standards for Full-time Compulsory Education Senior Middle Schools formulated by the Ministry of Education (experimental draft), Beijing Normal University Press, 200 1.
9. Formulated by the Ministry of Education, English Curriculum Standards for Senior High Schools (Trial), People's Education Press, 2003.
10. Various primary school English textbooks approved by the Ministry of Education (you can focus on your own textbooks).
1 1. Li Lianning (former Director of the Department of Basic Education): Decisions and Work Arrangements for Offering English Courses in Primary Schools, Selected Loose-leaf English for Primary and Secondary Schools, 200 1.8.
(2) Monographs
Wang Chuming, Applied Psycholinguistics, Hunan Education Press, 1999.
13. Shu, Foreign Language Teaching Reform: Problems and Countermeasures, Shanghai Education Press, 2005.
14. He Guangkeng, Research on English Teaching, Guangdong Higher Education Press, 2002.
He Ziran, Pragmatics and English Learning, Shanghai Education Press, 1997.
16. Wu Daocun, How to Teach English Well, People's Education Press, 199 1.
17. Ber Ber, Chen, Language Culture and Foreign Language Teaching, Southwest Normal University Press, 1997.
18. Li, China English Teaching Method, Shanghai Foreign Language Education Press, 1995.
19. Li Shaoling, Zhou Zhen, Research on English Teaching Reform in Minority Areas, Yunnan University Press, 2005.
20. Shen Panyang, Context Theory and Teaching Practice, English Teaching and Research in Normal Universities, 2006.3.
2 1. Zhang Zhengdong, Foreign Language Education, Science Press, 1999.
22. Zhang Zhengdong and Du Peifeng, Theory and Practice of Foreign Language Education Experiment, Sichuan Education Press, 1993.
23. Zhang Zhengdong, Du Peifeng, Principles and Models of Foreign Language Stereoscopic Teaching, Science Press, 2000.
24. Zhang Zhengdong, Selected Works of Zhang Zhengdong's English Education, Foreign Language Teaching and Research Press, 2007.
25. Yang Xiaojuan, Perspective of Foreign Second Language Acquisition Theory, Central Literature Publishing House, 2005.
26. Hu Chundong, On English Learning, Guangxi Education Press, 1998.
27. Gui Shichun, Psycholinguistics, Shanghai Foreign Language Education Press, 1985.
28. Gui Shichun, Applied Linguistics, Hunan Education Press, 1988.
Cheng, Task-based Language Teaching, Higher Education Press, 2004.
30. Zhang Huan's Foreign Language Teaching Method in Primary and Secondary Schools, Shanxi University Press, 1997.
3 1. Ceng Pu, On English Teaching Environment, People's Education Press, Anhui Education Press, 2005.
32. Wei Liming, On English Curriculum and Teaching, Northeast Normal University Press, 2005.
(3) thesis
33. Wang Qiang, how to teach English in primary schools? Foreign language teaching in primary and secondary schools, 200 1.5.
34. Bao, Current Situation and Prospect of Foreign Language Teaching in Primary Schools in China, Research on Foreign Language Teaching in Basic Education, May 2000.
35. Bao, How to Correct Errors, Research on Foreign Language Teaching in Basic Education, 2009.
36. Bao, Predicament and Outlet of English Teaching in China, Research on Foreign Language Teaching in Basic Education, February 2009.
37. Bao, Enlightenment from Attending the "Two Sessions", Research on Foreign Language Teaching in Basic Education, May 2009.
38. Bao, On Knowledge and Ability, Research on Foreign Language Teaching in Basic Education, June 2008.
39. Bao, Reasons for the Failure of Effective Teaching, Research on Foreign Language Teaching in Basic Education, July 2008.
40. Bao, How to Evaluate an English Class, Research on Foreign Language Teaching in Basic Education, 2008+00.
46438+0. Bao, Paying Attention to Individual Differences of Learners, Research on Foreign Language Teaching in Basic Education, 2008+02.
42. Liu Daoyi, Characteristics of English Teaching in Primary Schools and Challenges Faced by English Classes in Primary Schools, Selected Works of English in Primary and Secondary Schools, 200 1.8.
43. Liu Daoyi, Cultivating Primary School Students' Reading Ability, Report of the Third National Primary School English Teachers' Teaching Basic Skills Competition and Teaching Observation Seminar, 2009.
44. Zhang Zhengdong, On How to Teach Foreign Languages, Research on Foreign Language Teaching in Basic Education, 200 1.3-4.
45. Zhang Zhengdong, Two Essentials of English Teaching in Primary Schools, Selected Works of Zhang Zhengdong's English Education, 2007.
46. Gui Shichun, Several Misunderstandings in Current Foreign Language Teaching, Selected Works of Gui Shichun's English Education.
47. Song, is it second language teaching or foreign language teaching? Interview with Professor Bao, Guangming Daily, Education Weekly March 30, 2006 5438+0.
48. Chen Changyi, "foreign language" and "second language" cannot be confused, Foreign Language Circle, 200 1.3.
49. Yang Xiaojuan, Language Classification from the Perspective of Language Teaching, Research on Foreign Language Teaching in Basic Education, 200 1.3.
50. Huang Taiquan, It is most important for primary school English to conform to the national conditions, Guangming Daily, Education Weekly 200 1 April 26.
5 1. Is there no essential difference between "second language teaching" and "foreign language teaching" at the beginning of Ceng Pu? Guangming Daily 20065438+0 May 10 Education Weekly.
52. Donald Freeman
And jack C. Richards (editor. ), Language Teaching Teacher Training, Shanghai Foreign Language Education Press, 2002.
53. Guide to the National Unified Selection Examination for Scholarships for Excellent Foreign Language Teachers in Primary and Secondary Schools, Foreign Language Education Research Center of National Basic Education Experimental Center, 2006.
(4) Periodicals
54. Foreign language teaching in primary and secondary schools, sponsored by Beijing Normal University.
55. English teaching and research in primary and secondary schools sponsored by East China Normal University.
56. Research on foreign language teaching in basic education, sponsored by Foreign Language Education Research Center of National Basic Education Experimental Center.
57. Foreign language field, sponsored by Shanghai International Studies University.