n. The last part is the conclusion. With the ways mentioned in the third part, children’s oral English will make a great progress. Teachers will have the best way to teach children oral English, also the quality of education will be improved greatly.
Ⅰ. The Problems of Oral English Teaching to Pre-school Children
Chinese education has progressed for 5000 years, while there are traditional teaching methods: emphasizing grammar, ignoring pronunciation, and remembering words mechanically. The following is the main characters of the traditional instruction. Following that, the author analyzes the problems in kindergarten.
A. The Traditional Instruction
The traditional instruction, which is the Teacher-centered Instruction, is an instructional theory that claims that teachers are the dominators and deciders. It can be traced back to antiquity. The basic content is teachers how to prepare and teach students well, and it seldom considers students how to learn. It emphasizes the outside stimulation instead of students’ cognition. Then students become the passive receivers. Obviously, this kind of model is founded under the institutional theory “Transmition-Receive” and the behaviorist theory “Stimulate—Response”.
The Traditional PPP (“Presentation”, “Practice”, and “Production”) model (Su Dingfang, 22) used for classroom instruction also belongs to the Teacher-centered Instruction. When the bell rings, a teacher comes in, and then he begins to teach. Among that time he only gives students litter time to speak, and even no time. Until the bell rings again, the teacher goes away. That is the common style of the teaching methods in schools. Teachers realize their tasks, but what about students? Whether they also realize their learning purpose or not? Of course they do not.
It affects the education greatly all the time, even now in the modern age. The next is the reasons of the spread of the traditional instruction.
The first is examination and the pursuit of entering a better school unilaterally. In order to get high marks and improve the rate of entering a better school, teachers pay more attention to the small part of students who are good at studying, but not the whole. Someone makes a vivid image and calls such situation “accompaniment system”. Furthermore, teachers only care for students’ knowledge instead of their qualities. The result is that students are just busy doing endless homework all the time, and their bodies and spirits are impressed negatively. Even about the knowledge, the learners only remember it mechanically, but cannot use it flexibly. In the 21st century, the competition among every kind of employments is very keen. So everyone wants to get into the best school, which has the highest rate to enter key schools. Therefore, to some degree, these problems do not appear accidentally, and they are not the responsibilities of schools and teachers. Additionally, there are other problems, such as traditional cultures, educational system, entrance examinations, educational judgment, etc.
B. The Problems in Kindergarten
First, because some people do not understand the definition of “bilingual education” or only want to pursue more benefits,they open only one or two hobby classes for teaching oral English in the kindergarten, and the teachers just simply teach several words, or phrases, or sentences, even if some of them only teach English twice in a week. With such condition, the founder also ca
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