Active development and rational use of curriculum resources is an important link in the implementation of primary English curriculum, and it is also one of the urgent problems to be studied and solved in the process of actively promoting primary English curriculum in China. The development and utilization of curriculum resources not only involves the changes of subjective factors such as teaching concepts and teaching methods, but also is restricted by many objective factors such as regional economic development level, school teaching conditions and students' family economic affordability. Therefore, the development and utilization of curriculum resources is a very complicated problem. The author briefly discusses this problem from four aspects.

1. Selection and use of teaching materials

English curriculum resources include English textbooks and all other materials, auxiliary means and equipment that are beneficial to students' learning and teachers' teaching. Obviously, textbooks are the core of English curriculum resources. It is not only a means and tool for teachers to teach and students to learn, but also an important content of teaching and learning. Therefore, choosing suitable teaching materials is the primary task to solve the problem of curriculum resources.

In the past few years, there are still some problems in the compilation and management of primary school English textbooks because the primary school English curriculum has not been formally incorporated into the national curriculum. In recent years, with the development of primary school English teaching, a considerable number of primary school English textbooks have appeared. However, the quality and level of these textbooks are uneven. There are not only excellent textbooks, but also many textbooks with outdated concepts, boring contents and monotonous forms. With the opening of primary school English courses in China, the compilation and selection of primary school English textbooks will be gradually standardized.

The Guiding Outline of the National Basic Education Curriculum Reform (Draft for Comment) and the Guiding Opinions on Actively Promoting the Offering of English Courses in Primary Schools recently issued by the Ministry of Education clearly stipulate the selection of primary school textbooks. Schools should choose suitable primary English textbooks under the guidance of the education authorities, on the basis of consultation with teachers' representatives, students' representatives and parents' representatives, and in combination with the financial affordability of local students' families. Therefore, before choosing English textbooks for primary schools, all regions and schools should make a serious investigation and study. At present, the Ministry of Education is organizing experts to review the existing English textbooks for primary schools. Textbooks that have passed the examination will be included in the recommended textbook catalogue. Starting from the autumn of 2002, English textbooks for primary schools that are not listed in the catalogue of teaching books for primary and secondary schools will cease to be used.

Inferior textbooks must not be selected, but high-quality textbooks should not be used blindly. The applicable textbooks should be those with high writing level and quality, which meet the actual teaching needs. Therefore, when choosing textbooks, we must evaluate whether the textbooks meet the actual needs of teaching. The actual teaching needs here include three aspects: the learning needs of students, the teaching needs of teachers, and the needs of syllabus or curriculum standards. Of course, there is no national English syllabus for primary schools. The Ministry of Education has not only issued the guiding opinions for actively promoting the English curriculum in primary schools, but also issued the basic requirements for English teaching in primary schools. At present, English teaching in primary schools is based on this basic requirement. The future will be based on the national English curriculum standards. When choosing teaching materials, the most important thing is to meet students' learning needs. Therefore, students' needs must be carefully investigated and analyzed before choosing textbooks. In addition to analyzing the physiological and psychological characteristics and emotional state of students of different ages, we should also consider students' existing knowledge level, cognitive ability and acceptance ability.

English textbooks for primary and secondary schools should be ideological, extensible, scientific, interesting, flexible and open; It should conform to the age characteristics and cognitive level of students; Textbooks should be authentic in language, extensive in content and diverse in subject matter; Teaching materials should be conducive to cultivating students' ability to communicate and do things in English; Textbooks should properly introduce the culture and customs of English-speaking countries, so that students can form a correct attitude towards foreign cultures; Teaching materials should stimulate students' interest, broaden their horizons and expand their way of thinking. Schools should consider the above aspects in the process of selecting English textbooks for primary schools.

As the core material of English teaching in schools, English textbooks are often equipped with teachers' books, exercise books (or activity books), wall charts, cards, audio-visual tapes, and some are also equipped with multimedia CDs and extracurricular reading materials. Generally speaking, you should buy a complete set of teaching materials in order to use them completely and systematically. However, schools and teachers cannot force students to buy optional parts of the whole set of textbooks.

After selecting teaching materials, we should use them reasonably, especially creatively and flexibly.

2. Utilization of other curriculum resources

One of the characteristics of English teaching is to let students contact, learn and use English from different channels and forms as much as possible. Pupils learn English mainly by intuitive feelings and experiences, such as audio-visual and so on. Therefore, in English teaching in primary schools, in addition to the rational and effective use of textbooks, we should also actively use other curriculum resources, especially radio and television programs, audio-visual materials, visual AIDS and objects, multimedia CD-ROM materials, various forms of network resources, newspapers and magazines, etc.

Radio and television have a wide coverage and fast update, which is especially suitable for foreign language teaching. In the process of actively promoting English courses in primary schools, local education administrative departments and schools should actively create conditions and make full use of radio and television English programs. At present, China Education TV and local TV stations have produced many TV programs suitable for children's English learning. Starting from the first half of 20001,in addition to the series of training programs for English teachers in primary schools that we are broadcasting now, we will also specially produce TV teaching programs for English in primary schools, which will be broadcast regularly and rolling. Local education administrative departments and schools should actively create conditions, equip with TV receiving equipment, and regularly broadcast these English teaching programs to students. Conditional areas can also arrange one or two English classes according to the broadcast time of TV programs. At present, areas or schools with teachers' difficulties should create conditions and make full use of TV English teaching programs to alleviate the difficulties caused by the shortage of teachers.

In addition to radio and television programs, we should also make full use of audio-visual materials, especially audio materials. At present, tape recorders are very popular in most parts of China, and the cost of recording tapes is not high. Promoting the use of tape recorders and tapes is both economical and effective. In English teaching in primary schools, we should pay special attention to using tape recorders to make students imitate real, authentic and natural English, so as to lay a solid foundation for pronunciation and intonation at the beginning of English learning and pave the way for future English learning. [JP]

Pupils' learning is mainly based on visual cognition and thinking in images. English teaching in primary schools should make full use of visual AIDS and objects. In addition to the visual teaching AIDS provided by the textbook publishing unit, teachers should also make visual teaching AIDS and collect objects that can be used for teaching in combination with actual teaching needs when material conditions permit. At the same time, attention should be paid to the storage and reuse of teaching AIDS and articles.

The development of computer and network technology has opened up more and more channels for English teaching. Conditional areas and schools should make full use of computers, networks and other facilities, broaden learning channels and enrich learning resources. Computer multimedia resources, which integrate words, sounds, images and animations, are not only very effective forms and means in English teaching, but also provide rich and colorful teaching contents. At the same time, computer and network technology provide conditions for personalized learning and autonomous learning. Through computers or the Internet, students can choose their learning contents and methods according to their own needs. Computers and online learning resources with interactive functions can also provide students with feedback information in time. In addition, computer and network technology make it possible for students to help each other and share learning resources. It can be said that the application potential of computer and grid technology in English teaching in primary schools is great. [JP]

In short, in English teaching in primary schools, in addition to effective use of teaching materials, we should also make full use of modern educational means and resources such as multimedia, and make full use of tape recorders, video recorders, radio, television and computer networks to create a good language environment and language practice opportunities for students.

3. Curriculum resources development

At present, the focus of curriculum resources development is not to compile new English textbooks for primary schools. There are two reasons: First, there are a large number of English textbooks for primary schools, some of which are highly compiled, but they are not fully utilized. Some textbooks have been tried for many years, but they have not been effectively promoted, so the preparation of new textbooks will cause unnecessary waste; Second, the majority of front-line teachers have heavy teaching tasks and limited teaching materials, so blindly compiling teaching materials can only get twice the result with half the effort.

Therefore, the development of primary school English curriculum resources at this stage is mainly to develop some auxiliary resources according to actual needs and objective conditions. The following points are for your reference:

1) Establish an English library or reading room in the school. English learning needs a lot of language input. Even beginners need to read a lot and be exposed to English as much as possible. Therefore, it is very beneficial to establish an English library or reading room. Schools can buy some simple children's English reading books, picture books, picture books, etc. Schools that do not have borrowing conditions can set up reading rooms. Students can read freely in the reading room after school. In addition, you can also set up a class "book corner" or "book cabinet" according to the class, so that students can take out their English books and share them with other students.

2) Establish "Audio-visual Education Center" for students to learn by themselves. A lot of audio-visual is very important for English learning. As far as primary school students' English learning is concerned, audio-visual plays a particularly important role. However, the audio-visual teaching time in the classroom is limited after all, and many students' families do not have audio-visual teaching equipment and materials. Therefore, the more feasible way is to establish an audio-visual education center by the school. Students study as needed in their spare time. Schools can also regularly broadcast English programs in the audio-visual education center. If there is no TV and video equipment for the time being, you can set up a listening practice room.

3) Schools that already have computers and network equipment should fully develop online course resources. Various media resources on the Internet and websites dedicated to English teaching provide abundant resources for English teaching at all levels. Education administrative departments, schools and teachers at all levels should actively create conditions for students to make full use of network resources and study according to their own needs. Conditional schools can also set up their own English teaching websites and offer online courses to further increase the openness and flexibility of learning.

4) Encourage teachers to actively participate in the development of curriculum resources. The development of curriculum resources mentioned here is not to compile teaching materials or counseling materials, but to make or compile materials that can be used to supplement classroom teaching according to local conditions, such as wall charts, cards, illustrated stories and short plays. Therefore, schools and education administrative departments should equip or buy as many lesson preparation materials as possible for teachers according to financial and material conditions, so as to supplement and enrich classroom teaching content in time.