基于学习活动观的小学英语单元整体教学城乡差异调查

An Applied Study on the Differences of Unit Integrated Instruction in Urban and Rural Primary School in the Context of Activity-Based Approach (ABA) in English Language Teaching

以新疆维吾尔自治区城乡共11所公立学校的40名小学英语教师为调查对象,采用问卷调查和访谈相结合的方法,探究城乡教师使用基于英语学习活动观的小学英语单元整体教学方法的差异情况。研究表明,在认知程度方面,城乡教师在对学习活动观及该教学方法的认可度方面存在显著差异;在使用频率方面,城乡教师除了在创设真实语境学习活动外均存在显著差异。由此可见城乡小学英语教师对教育理念的认知水平及教学水平还是存在较大差距。Forty primary English teachers from 11 public schools in urban and rural areas of the Xinjiang Uygur Autonomous Region were surveyed, and a combination of questionnaires and interviews was used to explore the differences between urban and rural teachers in their use of the Unit Integrated Instruction in primary school in the context of Activity-Based Approach (ABA) in English language teaching method. The study shows that, in terms of cognitive level, there was a significant difference between urban and rural teachers’ endorsement of the Activity-Based Approach and this teaching method;in terms of usage frequency, in addition to creating authentic contextualized learning activities, there were also a significant differences between teachers in the two regions. This indicates that there is still a big gap between urban and rural primary school English teachers’ knowledge of pedagogical concepts and their teaching level.