II。 The Performance of the Inefficient English Classroom Teaching in Rural Middle School

There are some problems in rural middle school English classroom teaching。 This part explains the performance in the process of teaching from two aspects。

2。1 The Performance of Teachers 

 a。 The Problem about Textbook Use

When people refer to teaching material, textbook occurs to them first。 But teaching material is not totally equal to textbooks, which include reference books, tape recorder, multimedia, cards, etc。 That is the wide understanding of teaching material。 There are quite a number of teachers who regard textbook as Bible。 In their lessons, all things are about textbook。 As we all know, school hours are limited and textbook has substantial contents。 If teachers are not willing to delete some contents, they will have a bad effect on their hard work。 Some teachers never use teaching reference book, and they deal with textbook just by so called experience and feelings。 They think that reference book is trivial in design and not the same with their views, so they do not increase any content beside textbook, even if students need some background and relevant knowledge to understand easily。来`自+优-尔^论:文,网www.youerw.com +QQ752018766-

Some teachers blindly integrate textbook, even adjust it for examination。 During classroom teaching, teachers realize that they cannot copy the text content completely, therefore, they manage to innovate it in every lesson。 So they adjust contents in a lesson, sometimes setting-up teaching procedure in a textbook, even adjust order of units。 They just have one purpose to flexibly demonstrate the idea of using textbook。 But editors put into massive energy in the textbook through special thought, ideas, systems, etc。, they compile a set of books, which are acceptable production。 “All roads lead to Rome”, these teachers are against the editor’s purpose and arbitrarily adjust contents before the class, which cannot arrive at “Rome” and get a valid teaching feedback。 Therefore, teachers cannot innovate for innovation and adjust for adjustment, but for the needs of teaching, they can adequately adjust textbook contents。

 What’s more, some teachers take the test as the primary task of students。 Only if the content is related to the examination do teachers teach it in class。 There is a case about the first volume at seven grades in lesson 12 LET’S GO SHOPPING! The textbook designs two parts -listen and circle the correct words, then read the lesson and answer the questions, which is emphasis on oral practice。 But the examination does not test oral English。 Teachers eliminate these parts, which do not suit for the idea of new curriculum revolution。 Students should not learn English just for examination and become dumb in real life, but for communication。 So teachers should not blindly delete the content of textbooks that are based on science。