A survey report on the situation of high school English teaching
Teaching report on high school English teaching
Using the free time during the winter vacation, the author made this report in Jinan area. A total of 100 questionnaires were distributed, 98 were recovered, and 98 were valid.
Judging from the statistics of the first question in the questionnaire, the students' emphasis on English is very different. 47% of the students ranked English first among the three main subjects besides language and mathematics, 38% ranked it third, and the remaining few students ranked English second. This reflects that in the minds of high school students, the emphasis on English is often at its limit. Most students who are weak in English tend to pay more attention to English learning and are willing to spend a lot of time learning English, while students with a good English foundation focus on learning knowledge other than English.
Since the introduction of quality education, English classes in high schools have gradually become more colorful. Many schools have launched English reading classes, appreciation classes and other courses, and the proportion of classes taught by foreign teachers has also begun to increase. Schools hope to expand students' knowledge through these reforms. However, judging from the statistical data of the questionnaire, the effect is not obvious. The students' exposure to extracurricular English is still small, and they lack the time to spontaneously and consciously expand their extracurricular English knowledge. Judging from the questionnaire, most students are interested in English movies, but only 10% of students buy English newspapers and magazines, and some students do so regularly. In addition, only 3% of students have the habit of listening to English radio. The author believes that the English movies that high school students are exposed to are often equipped with Chinese subtitles, which can help achieve little learning effect. In contrast, the current domestic English newspaper and magazine market is relatively mature. You can even buy original English books in large Xinhua Bookstores and online bookstores. However, students generally have little interest in them. In addition to economic reasons, the author believes that the biggest obstacle is still ideological misunderstandings. Most high school students and parents believe that practical English ability is important,
But as an ordinary high school student, he still needs to cross the threshold of the college entrance examination to open up his future, and his English test-taking ability has become a top priority. They believe that English newspapers, magazines, and radio can improve students' comprehensive English ability, but the results are too slow to be reflected in college entrance examination scores. Spending such time is too luxurious for high school students who cherish time like gold. To sum up, even though more than 90% of students believe that the current content of high school English is too test-oriented, they still hope that schools can add classes on weekends. This puts the reform of high school teaching into a bottleneck. The Ministry of Education has implemented quality education reforms in order to reduce the burden on students, but students and parents who have been under high pressure for a long time have tightened the "curse" of exam-oriented education on themselves. This abnormal situation makes the gap between high school education and university education more and more serious. After high school students enter college, they lose the teacher's crutch and become unable to walk. This problem is mainly reflected in two aspects: 1. A serious lack of reading ability. Most students who have just entered college cannot speed read or skim. When they need to read a large amount of English materials, they often fail to grasp the key points and make slow progress. As a result, many professional and technical personnel cannot quickly obtain first-hand information on the most cutting-edge foreign research results and can only read translations, which greatly affects the timeliness and accuracy of information. The "English Curriculum Standards for General Senior High Schools" requires high school students to read no less than 360,000 words of material, which is equivalent to the reading of four 300-page English novels or the 21st Century Teens newspaper for three years of high school. But most of our high school English teaching often ignores this indicator. 2. Weak writing ability. The college entrance examination essay only requires 120 to 150 words, which are often topics related to daily life and lack logic. Among the high school students surveyed by the author, almost no students have the habit of consciously writing English diaries. After entering college, although the compositions for CET-4 and CET-6 are only required to be 150 words, the topics are often current political issues that are closely integrated with facts, and the logic of the article is emphasized. other foreign countries
Examinations (such as IELTS, TOEFL, GRE, BEC, etc.) pay more attention to the logic of actions. This missing link for Chinese students has become a weakness in exams taken abroad.
The tight pace of study and life in high school and the wide variety of subjects make most high school students have extremely limited time to study English. The average daily English learning time is 0.45 hours. This makes high school students ignore the process of preview and review. Few students can consciously recite and summarize English knowledge, and have not developed good study habits.
From this survey, the author found that high school English teaching has developed rapidly in recent years, and students and teachers have also gained new understandings of English learning. But the understanding is not deep enough, and there is a gap with university English teaching.
I hope this survey can help high school teachers and students review their own learning process so that they can better adapt to college life.
Meng Jiao, Grade 06, School of Translation and Interpretation
Part 2: Survey report on the situation of junior high school students being tired of studying
A survey report on the situation of junior high school students being tired of studying
1. Purpose of investigation
Due to various reasons, junior middle school students have a lot of feelings of being tired of studying. Some of them gradually get better, and some of them gradually deepen. Strong dislike of learning has a great impact on students' learning behavior. Some students who originally had good grades gradually became poor students because they were tired of studying. Some students did not have very good grades at first, but because they were willing to learn and were able to persist in studying, they gradually turned into students with good grades. The quality of students in our Lingshan Middle School is not very good. In order to improve students' academic performance on a large scale, we must understand the students' learning situation and understand the real reasons and main reasons why students are tired of studying. To this end, we launched a questionnaire survey on the learning situation of junior high school students. We want to have a deeper understanding of the psychological state of most students through this survey. This will lay the foundation for adopting targeted teaching methods in the future to reverse students' aversion to learning.
2. Investigation objects and their general situation
Survey target: 16 classes in the second grade of Lingshan Middle School, 150 students were selected
General situation: Haikou Lingshan Middle School is located in the suburbs of the city, so the source of students is relatively poor. There are many students in every class who have difficulties in learning. In order to gain an overall understanding, a portion of the students were selected based on their academic performance.
3. Investigation methods
This survey adopts a questionnaire survey method. The selected students are gathered together and each student is given a questionnaire. They are asked to read the prompts carefully, then fill in and answer the questions, and finally hand it in anonymously. The questionnaire has 15 multiple-choice questions. A total of 150 students were selected, 150 questionnaires were distributed, and 150 were returned. One of the papers was deemed to be a waste paper because all the answers were A and the answer time was very short, showing a very lack of seriousness. There are 149 valid questionnaires in total.
4. Investigation time
x month x day, 20xx year – x month x day, 20xx year
5. Investigation content
A total of fifteen questions were designed in the questionnaire, which mainly investigated: students' attributions of students' weariness to learning, both overall and specific; the development process of students' weariness to school; and students' emotions towards teachers and schools. Through these questions, we can get a more comprehensive understanding of whether there are outstanding problems in the daily behavior of teachers and schools. Please see Appendix 1 for the detailed questionnaire.
In order to understand students' study weariness, a questionnaire was developed. A questionnaire survey was conducted among the second grade students of Lingshan Middle School, and a total of 150 questionnaires were collected. One of them is a waste paper, so choose A for all options. There are 149 valid questionnaires in total.
6. Investigation results
The statistics of the questionnaires of this research group are as follows:
1. The students themselves are most likely to choose the overall attribution for their dislike of studying; this shows that more than half of the students are still willing to find reasons from themselves. But there are also many students who attribute their weariness to study to other factors. It shows that teachers, schools, and families still have areas for improvement, and although the impact on students is not the greatest, it is still relatively large. In the junior high school stage, students spend a long time in school and only a short time with their parents. Therefore, family factors play a small role in students' study-weariness. Schools and teachers are more prominent external factors. This is in line with the actual situation. It shows that the students' answers are serious and quite credible.
2. Most students have had happy emotional experiences while studying, and the number of students who have not experienced happy emotions is 0. This shows that as long as the teaching methods are appropriate, students can be attracted to learn. However, the proportion of students who only occasionally enjoy studying is too large.
Quite unexpected. This shows that students have insufficient internal drive to learn and have an obvious tendency to rely on external factors to stimulate learning. If every student relies on his or her own inner drive to learn, the joy of learning can be obtained often, not just occasionally. If students are motivated to learn, this is a problem that needs to be solved.
3. Do students want to learn well? Of course I did. How intense? Wanting to learn very much only accounts for half of it. This shows that we can not only reassure some students and let them change themselves through their own efforts, but also strictly supervise the other half of the students to prevent them from letting themselves go.
4. What is the purpose of students attending junior high school? The majority of students answered not to improve their knowledge or quality, but to take the exam for key high schools or technical secondary schools. Taking the entrance examination into a key high school or technical secondary school is certainly one purpose, but the purpose of running a junior high school is to cultivate high-quality talents. When students go to junior high school, they are eager for quick success and instant benefits. What do high-quality talents need to learn? Knowledge is one aspect, and it is important to improve the quality of all aspects. Only by understanding that quality education is more important than should education can students more consciously use their strength to cultivate good habits. It’s not just about reading and reading and memorizing.
5. Is students’ distaste for learning common in all subjects, or does it exist in certain subjects? The student's answer was, a specific subject. Therefore, changing students' emotions does not require general efforts, but only needs to solve the teaching problems of individual subject teachers. Teachers of individual subjects should analyze their own teaching situations and figure out what aspects of their own performance make students seriously tired of learning. Focusing on correcting classroom teaching is the most effective teaching reform.
6. Why do students feel tired of learning a certain subject? The most common choice is that it is difficult to learn and cannot be learned. Let students learn is a way to solve problems. Make your classes easy to understand and avoid difficult questions. etc. Solving hard-to-learn problems is a top priority. Secondly, students still have a need for the charisma of their teachers. Some teachers are unable to make students like it, causing students to dislike this course. Efforts to improve the teacher's appearance, standardize the teacher's words and deeds, and improve the teacher's interpersonal skills are also a good medicine to change students' dislike of learning.
7. Positive education has always been the most emphasized by educators and educational theories. The teaching behavior that students dislike the most is criticizing students. Whether it is reasonable criticism or unreasonable criticism, it will bring bad psychological feelings to students. When students are in a low mood, they naturally lack motivation to study. Therefore, criticizing less and encouraging more is still a sentence that teachers need to remind teachers frequently.
8. Students are satisfied with the work of the class teacher, and the personal qualities and diligence of the class teacher are recognized by the students.
9. Students have a bad impression of the school in two aspects: high learning pressure and the school’s lack of concern for students’ lives. High learning pressure is not unique to Lingshan, but is a common feature of all junior high schools. The school doesn't care about students' lives, but it has a lot of room for improvement. Talk to students more and try your best to meet students' needs in life. Or regularly allow students to reflect on problems they encounter in life and solve them in a timely manner.
7. Investigation experience
From all aspects of the survey activities, it can be seen that students attach great importance to their own learning problems and are very serious. Students have a simple desire to make progress and are willing to work hard for it. At the same time, they also require schools and teachers to help students. Students very much welcome help from teachers. As long as it is helpful to students, students will actively cooperate. Here, I am very grateful to the more than one hundred students who participated in answering the questionnaire.
From the analysis of the questionnaire results, some outstanding problems are heartbreaking: students cannot understand and cannot learn; teachers criticize students more than encourage them less; students are willing to get help and eager to get help, but they do not often get help. These problems require all teachers to find ways to solve them.
Based on all the feelings during this questionnaire survey and the rational analysis of the survey results, we would like to make the following points:
1. Teachers of each subject should communicate more with students, understand their requirements, understand their own classroom shortcomings, and try their best to correct their bad teaching behaviors;
2. Conduct more detailed investigations and use modern educational theories to discover and solve problems;
3. Teachers should treat regulating their words and deeds as an important matter. When interacting with students, words must go through the brain and do not hurt students' self-esteem;
4. Help students more, teach students good learning methods, and urge students to develop good study habits.
