The first is basic English listening, speaking, reading and writing skills. The English curriculum standard requires primary school graduates to be at least level 2, so the language level of primary school English teachers should not be lower than this level 2 requirement in any case. Some people may think it is a bit redundant to emphasize this point: how can a primary school English teacher not reach the level required for graduation? However, if the current English teachers are really assessed one by one according to the requirements of curriculum standards, the results may not be as optimistic as expected. Judging from some primary school teachers' training that the author has participated in since the curriculum reform, among the current primary school English teachers, transfer and part-time teachers account for a considerable proportion, especially in underdeveloped areas. In terms of academic level and language ability, I am afraid there is still a considerable distance from the basic language requirements of primary school English teachers. Many teachers have problems with pronunciation, and their oral and writing skills generally need to be strengthened. For primary school students who have just started to learn a foreign language, preconceived impressions have a great influence on their future study, especially their pronunciation and intonation and their basic cognition of a foreign language. Teachers can do well what students are asked to do first. At present, many English teachers can't improve their teaching level, which may not be a problem of "not being able to teach", but a problem of "having nothing to teach" because of insufficient knowledge accumulation. To use a familiar metaphor, it is the teacher's "there is not enough water in the bucket", not "it won't fall". Therefore, when organizing various forms of training, it is very necessary to take practical measures to help primary school English teachers improve their English language level to the lowest bottom line while training teachers in curriculum standards, teaching methods and teaching skills. Language literacy was not built in a day. Teachers should seize every opportunity to gradually improve their language literacy. In addition, it should be emphasized that Chinese literacy cannot be ignored. Although English teachers teach English, even if they have the ability to teach in English, good Chinese expression ability should be an essential accomplishment for English teachers. Moreover, from the current situation, it is unrealistic to ask primary school English teaching in most areas.
Second, the theoretical cultivation of general linguistics
This is a further requirement. The cultivation of basic theories of linguistics is helpful for teachers to understand and know English language in a larger context and enhance their teaching consciousness. Make teachers not only know what to do, but also know why to do it. Of course, it is unrealistic and unnecessary to ask English teachers in primary and secondary schools to master linguistic theories comprehensively and systematically. But at least we should help them understand some basic linguistics and applied linguistics knowledge that is directly helpful to teaching. For example, the nature and attributes of language, the development and changes of language, the simple classification and kinship classification of world languages, the universality and particularity of language structure, the contrast of language, the precision and vagueness of language, the influence of language and speech, context on speech meaning, pragmatic knowledge and the internal structure of language (including phonetics, lexicology, semantics, syntax and discourse structure). Although this knowledge does not belong to the direct content of English teaching in primary and secondary schools, whether you have some basic knowledge and understanding of these issues will directly affect teachers' understanding of English language and English teaching, and thus directly affect teachers' guidance to students' learning and the overall effect of classroom teaching. However, at present, it is not easy to find documents suitable for English teachers in primary and secondary schools to teach themselves linguistics. If we can organize some popular and concise readers of linguistics and applied linguistics, it should help to improve the training effect of English teachers in primary and secondary schools.
Third, cross-cultural communication knowledge and cultural literacy
Language can never be separated from culture, and language teaching without culture is often neither in-depth nor efficient. English teaching is inseparable from English culture. An important goal of English teaching is to cultivate learners' ability to communicate in English. To cultivate this ability, it is not enough to rely solely on pronunciation, vocabulary, grammar and sentences, but also to learn more cultural contents besides language forms. Cross-cultural communication knowledge, pragmatic awareness and cultural sensitivity are the bridges between "dead" and "alive" in English teaching. We know that what seems to be the same in any two languages is rarely exactly the same. Give a simple example, such as what a word means, when a sentence can be said and when it can't be said, and who can and can't say it. These are all very particular. Either English brother or Chinese "brother", good morning English! It means "good morning!" In Chinese. . Therefore, English teachers should have cross-cultural awareness and infiltrate this awareness into students from time to time in teaching. This can not only stimulate students' interest in learning, make English classroom teaching more effective, but also help to cultivate students' cultural sensitivity, lay a good foundation for future English learning, and also help to improve students' comprehensive quality. It should also be pointed out that the culture in English teaching includes not only British and American culture, but also China culture. Basic China culture is a compulsory course for English teachers in primary and secondary schools, no matter from teachers' self-cultivation or the needs of English teaching.
Fourth, second language acquisition and teaching method training.
If the first three points are mainly to help English teachers in primary and secondary schools grasp the problem of "what to teach" in English teaching, then the cultivation of second language acquisition knowledge and teaching methods is to help teachers solve the problem of "how to teach better". To be a qualified English teacher, in addition to their own language and cultural literacy, teachers need to be familiar with the basic theories and general laws of second language learning, as well as some influential schools of foreign language teaching methods in history, including common methods of pronunciation teaching, vocabulary teaching and syntactic structure teaching, as well as common skills of cultivating listening, speaking, reading and writing abilities. It is necessary to understand the historical background, theoretical basis and specific language teaching needs of these teaching schools at that time, so as to understand and grasp the advantages and limitations of various language teaching schools. It is also more evidence when absorbing and learning from it. On this basis, teachers can explore their own set of teaching methods and form some effective teaching skills in combination with teaching practice. With these theoretical guidance, there will be more basis in determining the teaching content and teaching objectives, and more flexibility and diversity in arranging teaching steps and designing teaching activities.
It should be noted that the theory of second language acquisition and the teaching methods often mentioned at present, such as listening and speaking method, communicative teaching method and task-based teaching method, are mostly introduced into domestic English teaching from the west, and there is a problem of combining theory with practice and localization. In fact, there is no universally applicable "most advanced teaching method" or "the best mode of foreign language teaching". No matter what kind of teaching method, it will have its applicable environment and objects, and it will also have its limitations. We should study, introduce, think and analyze the teaching method theory, especially the foreign theory. When it comes to the improvement of teaching methods, it is easy for people to consciously or unconsciously fall into the strange circle of "following the fashion". For example, they think the new teaching methods are advanced and good; Think that tradition is outdated and backward. This is a very irrational understanding. A rational attitude should be to analyze local teaching practice, including teachers' own conditions, teaching environment, class hours, teaching materials, students' acceptance and needs. Screen and reasonably absorb various methods, and constantly explore, try and adjust in practice, and gradually form their own teaching strategies and styles.
Verb (abbreviation of verb) pedagogy and psychological cultivation
The nature of teaching work determines that it is impossible for teachers to arrange and implement their own teaching plans with wishful thinking. In order to achieve the teaching goal, teachers' efforts must ultimately be achieved through students. Only when students "love" and "know" to learn can teachers "teach" effectively. This requires teachers to master certain knowledge and skills of pedagogy psychology, which is equivalent to mastering an effective tool to communicate with students. For example, in order to make students "love learning", teachers can start from various aspects according to their age characteristics, make students like English teachers, stimulate motivation and internal drive, attract attention, cultivate and maintain interest, use criticism and praise correctly, protect students' self-esteem, and teach according to students' different personality characteristics. For another example, in order to solve the problem of making students "learn", teachers need to guide students' learning strategies according to their cognitive development level, allocate attention reasonably, arrange review by using forgetting rules, use image thinking, stimulate multiple senses and so on. These all depend on the knowledge of educational psychology, child development psychology, learning psychology and language psychology. For example, the knowledge of children's developmental psychology helps teachers to understand the psychological characteristics of children of all ages, including memory, attention, interest, hobby, motivation level, will quality, innovation ability, partnership, personality characteristics and relationship with parents. These are the important basis for guiding some specific problems in English teaching in primary and secondary schools. For example, whether to teach phonetic symbols in primary school pronunciation teaching, when and how to teach, when to start writing, whether to speak grammar, to what extent, and so on. All need the foundation of educational psychology.
The psychological accomplishment of pedagogy not only provides support for teachers' teaching behavior at the micro-technical level, but also has a profound influence on teachers' teaching concepts and principles. It is actually the theoretical basis of the above teaching methods and skills, which is helpful to solve the problem of "why do you teach like this?" In addition, English teachers in primary and secondary schools, like teachers in other disciplines, shoulder the heavy responsibility of educating people in addition to teaching. I'm afraid it's difficult to be competent for this job without certain educational and psychological literacy. Moreover, this kind of accomplishment is also conducive to teachers' more objective understanding of themselves, improving their reflective ability, and to teachers' own "mutual learning" and "lifelong learning" and development
Sixth, personality charm and teachers' morality cultivation.
Above, I talked about teachers' "teaching ability" and "teaching ability", and finally talked about "morality". "Virtue is talent and handsome". Without teachers' ethics, teachers' "ability to teach" and "ability to teach" will lose their "handsomeness" and other qualities will lose their souls. An important feature of teacher's labor is that any influence he exerts on the educated is inevitably accompanied by some emotional factors. The communication between teachers and students is the communication between souls. "Real education is an activity corresponding to the heart, and only when it comes from the heart can it reach the deep heart" (Tao Xingzhi). As a kind of spiritual production, teachers' labor often has a natural and subtle influence on students. Teachers' morality, wisdom and comprehensive cultural accomplishment have great educational value. The cultivation of teachers' morality is the primary premise of all cultivation and should occupy an important position in the training of teachers at all levels. However, at present, teacher training pays more attention to the technical level, but it seems to ignore the cultivation of teachers' morality. Some people also clamor that teacher training should not focus on one thing, teaching skills and teaching models, but should focus on educational ideals, educational beliefs, educational realms and educational pursuits, and constantly awaken, activate and carry forward the "educational wisdom" existing in every teacher's heart.
The connotation of teachers' morality cultivation is rich and far-reaching, and it is difficult to say it simply. Here are just a few examples. (1) High moral character. Without lofty moral character, it is impossible to attract students' personality charm, and even with high professional knowledge and ability, it is not enough to become an excellent teacher. Healthy body and mind and positive attitude towards life are the basis of teachers' moral quality. A survey shows that the proportion of primary and secondary school teachers with various psychological problems has reached a worrying level [1]. On the one hand, the whole society needs to give more support and attention to teachers and education, on the other hand, teachers need to study and exercise consciously and constantly improve their psychological quality and spiritual realm. (2) Eternal love. "Love is the starting point of all education", and caring for every student is the minimum requirement for teachers. Tao Xingzhi said: "Love is a great power. Without love, there is no education. " . However, in the actual teaching practice, it is not easy to follow this principle at any time and under any circumstances. The great response caused by "appreciation education" and "understanding education" can explain the expectation of society for love education. (3) Rigorous and dedicated. Students don't "listen to what they say, believe what they say", but "watch what they do and kiss others". Teachers' words and deeds are examples for students to learn. No matter in life or work, a strict teacher can be an example for students to learn. Only dedicated teachers can cultivate responsible students. (4) Open mind and innovative consciousness. The era of knowledge and information requires teachers to constantly update their knowledge structure to keep up with the development of the times. Teachers with rigid brains and outdated knowledge can't catch students' hearts. "Mutual learning between teaching and learning" is not that students' needs force teachers to learn, but that teachers learn independently. Lifelong learning is not only a requirement for students, but also a requirement for every teacher.
Although the six aspects are discussed separately, teachers can also study and train in stages according to their own conditions. But in fact, they are integrated when they play a role in teaching practice, and they are also an organic whole in teachers' ability structure. Six aspects are very important, among which language ability is the foundation, and teachers' morality is the soul of all other qualities.
Due to historical and practical reasons, compared with math teachers in China, the overall quality of English teachers needs to be improved urgently, such as updating the curriculum content of English teacher education and optimizing the training mode, the content form and guarantee mechanism of in-service English teacher training, and developing concise and targeted teacher training resources, which need more detailed research. In this case, it may be timely compensation for in-service teachers to actively cultivate and improve their awareness and ability of autonomous learning and self-reflection.