1. Proposal of small topics

1. In September XX, the Shihe Campus of Shaoxing Children’s Art School was established. The school proposed to seize the opportunity of expanding the scale of the school and combine it with the world Based on the actual situation of the He campus, we strive to create low-level oral English teaching with the characteristics of an art school, and create a good atmosphere for students to learn English both inside and outside the classroom. Through various forms and methods, students can learn by moving, learning by using, and learning by having fun. , improve students' interest in learning English and promote the cultivation of students' practical ability. From the context-based practical teaching, we realize that while attaching importance to creating a context for students to learn English, we must also strengthen the internalization and innovation process necessary for students to learn English, create a time and space for students to develop independently, and develop students' personality. .

2. With the continuous development of science and technology and the continuous emergence of new knowledge and new technologies, learning to learn has become a need for people's survival and development in the 21st century. The past teaching method of filling the classroom with students is quite outdated and backward. Highlighting students' subjective status, awakening students' subjective consciousness, cultivating students' subjective abilities, and shaping students' subjective personality have become important topics of current inquiry.

3. The "English Curriculum Standards" pay special attention to the main role of students, advocate fully mobilizing students' enthusiasm in teaching, create a good atmosphere, provide sufficient conditions, and give necessary help for students' independent learning , allowing students to actively participate, proactively explore, and continuously improve their practical and innovative abilities throughout the entire learning process, laying the foundation for their lifelong learning.

2. Experimental objectives

1. Study students’ learning attitudes and interests, let students realize the importance and interest of English, and stimulate students to take the initiative to learn, be willing to learn, and develop Good study habits lay the foundation for students' lifelong learning.

2. Research scientific teaching strategies and teaching models. Spoken English teaching in lower grades, especially in grades one and two, is still in an early exploratory stage and lacks a certain degree of systematization and completeness. Teachers must formulate teaching content and teaching plans based on the actual situation of the school and the characteristics of students. It is necessary to better highlight the artistic characteristics of our school and organically combine them with English teaching to form our school's unique artistic teaching of low-level spoken English.

3. Study the students’ learning process so that students can be proactive, explore and participate actively in every aspect of acquiring knowledge.

3. Experimental strategies

1. Pay attention to theoretical learning and update teachers’ teaching concepts. Teachers learn relevant theories, participate in training, and arm their minds with new teaching theories. Teachers at the cross-year level must treat the cognitive needs and learning patterns of high- and low-level students differently. Carefully study the teaching theories and methods suitable for lower grade students. Teachers should give full play to their leading role according to their teaching tasks, use various teaching methods, and be good enlightenment teachers for children in the field of foreign languages.

2. Create a good teacher-student relationship and a harmonious classroom atmosphere. As the saying goes: a good start is half the battle. Children in first grade have not yet separated from the collective life of kindergarten and often treat their teachers as aunties. This helps to create a harmonious teacher-student relationship, but this dependence should gradually fade away and transform into an equal and democratic teacher-student relationship. , thereby cultivating their independent creativity. From the beginning of English teaching, teachers should pay attention to the establishment of this relationship. The most important thing is to make children love the teacher. From loving the teacher to loving the teacher's class, English teachers should move from "behind the scenes" to "in front of the curtain." ", spend more time with children. Because 40 minutes is too long for first-grade children, it brings certain difficulties to classroom control. We control the time according to actual needs, carry out efficient control in the shortest possible time, and use various methods to complete teaching tasks. , let them draw and play in the remaining time.

3. Focus on stimulating students’ interest in learning through English activities. We insist on carrying out a variety of in-class and extra-curricular activities to build a platform for students to demonstrate their English abilities. First of all, around classroom teaching, we carried out various competition activities such as homemade word cards, handwritten newspapers, English trademarks, speaking, and listening.

Every activity is recorded, and by giving rewards to outstanding students and displaying their works online on campus, the students' enthusiasm for learning English is greatly inspired.

4. Pay attention to the subject as the core and carry out teaching work. We have carried out a series of research activities around the topic of low-level oral English teaching with the characteristics of art schools. For example: (1) Prepare lessons collectively by grade, so as to learn from each other's strengths and complement each other's weaknesses and share resources. (2) The teaching and research groups of the two campuses conduct collaborative discussions once a week, and start classes with the topic as the core to communicate and discuss with each other. (3) According to the requirements of the subject, conduct monthly exchanges on teachers’ preparation, teaching, assistance, criticism, correction and other teaching links. (4) Study relevant theories regularly every month. Books you have studied include "English Curriculum Standards", "Foreign Language Teaching in Primary and Secondary Schools", "English Teaching and Research in Primary and Secondary Schools" and other influential newspapers and magazines.

IV. Results of the experiment

1. Teachers’ teaching ideas have changed to a certain extent. At present, the English teaching in our school can basically achieve the education of love as the main body, the education of beauty as the foundation, equality between teachers and students, mutual trust, and a democratic and harmonious teaching atmosphere.

2. The teaching level and scientific research capabilities of teachers have been improved to a certain extent. Teacher Li's in-depth practical guidance, teachers' active learning of theories, and carefully designed research courses have greatly improved the professional quality of teachers. First of all, in terms of classroom teaching, Teacher Tu Dan taught a demonstration class at the Parents Open Day based on small topics, which was well received. Secondly, experimental teachers focus on accumulating experiences and experiences and actively write post-class reflections. After one semester, each teacher in the teaching and research group reflected on the lessons and compiled the emergencies in the classroom into documents and cases.

3. Improve students’ language use ability. Children can habitually use communicative English to communicate with teachers and parents in daily life.

5. Existing problems

1. Classroom teaching is not oriented enough to all. Teachers pay attention to the main role of students, and the students who play the main role well are the students with faster acceptance ability and better academic performance, while the average students and relatively poor students are shy to express and lose the ability to "play". Chance.

2. Law-study guidance needs to be strengthened. For first-grade children, English is a new and unfamiliar course, and more guidance should be given to cultivating children's interests and learning methods. Because their learning is actually still in a passive and ignorant state, and they are highly dependent. They still cannot learn without the teacher, which to some extent also restricts the development of students' subjective initiative.