Research on the Current Situation of English Teaching in Early Education Industry.doc

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1、北京理工大学珠海学院2011届本科生毕业论文Research on the Current Situation of English Teaching in Early Education Industry 学 院： 外国语学院专 业：姓 名：指导老师：商务英语贺诗颖学 号：职 称：161005103860苏雪梅副教授中国珠海二二 年 五 月北京理工大学珠海学院2020届本科生毕业论文毕业论文诚信承诺书本人郑重承诺：我所呈交的毕业论文 Research on the Current Situation of English Teaching in Early Education Industr

2、y 是在指导教师的指导下，独立开展研究或调查所取得的成果，文中引用他人的观点和材料，均在文后按顺序列出其参考文献，文中所使用的数据真实可靠。承诺人签名： 贺诗颖 日期： 2020 年 5 月 8 日Research on the Current Situation of English Teaching in Early Education Industry Abstract Since the beginning of the 20th century, as Chinas per capita economic income has increased, the countrys popu

3、lation policy has changed, and peoples emphasis on early education has increased, the domestic early education industry has become a new driving force for the education service industry, and English teaching is the promotion of the early education industry important content. This paper attempts to e

4、xplore the development of English teaching in early education. Based on data and examples, it analyzes the problems existing in English teaching in the early education industry and the room for improvement. Combining with the characteristics and reality of the current era, it puts forward teaching s

5、uggestions suitable for young children to learn English and improves the quality of English teaching in the early education industry. Keywords: English teaching, early education industry, young children 早教行业的英语教学现状研究摘 要自20世纪初以来，随着中国人均经济收入的增加、国家的人口政策转变以及人们对早期教育重视程度加强，国内早教行业成为教育服务行业新的驱动方向，而英语教学则是早期教育行

6、业推广的重要内容。本文旨在探讨早期教育中英语教学的发展情况，通过数据以及实例分析早教行业英语教学存在的问题以及改善的空间，结合当今时代的特点以及实际提出适合幼儿学习英语的教学建议。 关键词：英语教学；早期教育；幼儿 IIIContentsAbstract摘 要Introduction11 Development of Early Education Industry in China32 Necessity and Feasibility for Young Children to Learn English4 2.1 Necessity4 2.2 Feasibility43 Problems

7、 in English Teaching in Early Education Industry5 3.1 Misunderstanding of the Purpose of English Teaching for Young Children5 3.2 Misunderstandings of Childrens English Teaching Content and Teaching Methods5 3.3 Lacking of Professional Toddler English Teachers74 Strategies to Improve English Teachin

8、g in Early Education Industry9 4.1 Changing Traditional Teaching Concepts9 4.2 Changing Teaching Content and Teaching Methods10 4.3 Training Professional English Teachers12Conclusion14References17Appendix 18Acknowledgments18IntroductionWith the increase in per capita economic income, changes in the

9、countrys population policy, and peoples increased awareness of early education, the domestic early education industry has become a new driving direction for the education service industry, and English teaching is an important part of the early education industry. Early childhood education is defined

10、 as educational activities for infants and young children. Scholars in different countries and regions around the world have different opinions on the age stages covered by early education. In China, 6 years old is the legal age for children to attend elementary school. Therefore, early childhood ed

11、ucation in China is defined as education from birth to pre-primary education.Chinas economic development has been rising steadily in recent years. The national economy has reached a certain height and peoples living standards have improved. People have shifted their attention from basic material nee

12、ds to higher-level spiritual needs. Education has become an important channel for people to obtain their spiritual needs, and as a result, the education industry has been fully developed. With the deepening of globalization, people began to realize the importance of second language, and educational

13、institutions began to treat English teaching as a promotion stunt. Among them, early education institutions are the main force of English teaching in educational institutions, and English teaching is strongly promoted as a feature of early education. Especially since 2014, the state has successively

14、 liberalized the two-child policy and the two-child policy, and the number of newborns has picked up. To further release the potential development space of the early education industry, many early education institutions have sprung up after the implementation of the new population policy.Domestic ea

15、rly education can be roughly divided into four categories: thinking training, language training, and interest training, and comprehensive training. Among the various early education market segments, language-based early education is the mainstay. Due to the important role of English education in our

16、 education system for a long time, language-based early education is dominated by English-based early education. The industry accounts for half or more. . The rapid development of English-based early education institutions has caused many problems at the same time. For example: Misunderstanding of t

17、he purpose of English teaching for young children, misunderstandings of childrens English teaching content and teaching methods and lacking of professional toddler English teachers, etc. These problems cause many young children to have almost no learning effect in English teaching, which runs counte

18、r to the original intention of early education. Many parents have doubts and distrust of English teaching in early education.Therefore, the organization should fundamentally solve the above problems. On the one hand, institutions can promote and improve the development of early education institution

19、s themselves; on the other hand, institutions should also provide a good language learning environment for young children.1 Development of Early Education Industry in ChinaThe age group of early education in China is mainly divided into 0 to 3 years old and 4 to 6 years old. For two different age gr

20、oups, the content of early education is also different. Children from 0 to 3 years old focus on physical function and sensory training, such as hearing, touch, vision, and coordinated development. Early education for children 4-6 years old focuses on comprehensive quality and skills training, such a

21、s childrens English and art skills. In order to cater for different market needs, domestic early education can be roughly divided into four categories: thinking training, language training, interest training, and comprehensive. The characteristics of early education institutions such as thinking tra

22、ining, language training, and interest training are that they have a complete teaching system, are highly specialized, and can cultivate childrens professional skills. The characteristics of comprehensive early education institutions are rich in hardware facilities, which are mostly set up in large

23、commercial centers.From the above information, it can be inferred that language training early education courses in Chinas early education institutions will be mainly 3-6 years old children. Because English has long occupied a major position in Chinas education system for a long time, early language

24、 education will be dominated by English early education. In this case, English teaching is dominant in the early education market. Many early childhood education institutions will play as soon as possible to learn English for young children, and it is a selling point for propaganda in favor of devel

25、oping language potential. So is English teaching as early as possible? Are there any problems with English teaching in early childhood education institutions in China today? How these problems should be solved. This article will discuss s. the above issues and provide reference suggestions for early

26、 education institution2 Necessity and Feasibility for Young Children to Learn English2.1 NecessityFrom a macro perspective, in the context of the in-depth development of globalization, the status of English as the universal language of the world is very important. It is a social trend to cultivate t

27、alents with international competitiveness. Therefore, learning English is not only a subject for students, but also a language skill for contemporary Chinese. If you can access English from a young age and take a good English course, it will greatly improve the quality of the people. From a micro pe

28、rspective, English is an important subject in traditional teaching in China. The proportion of scores in the middle school entrance examination and college entrance examination cannot be ignored. Therefore, from the early childhood, a solid foundation can be laid, and children can relieve a lot of p

29、ressure in future learning. In fact, I think the English teaching of early education institutions is necessary, both for society and the country, and for individuals. 2.2 FeasibilityThe pre-school age is a period of rapid brain development. The more external stimuli the brain receives at this stage,

30、 the more the genetic potential will be activated, and the effect will be multiplied by a half of the effort and several times The linguist Chomsky once said, Children are gifted with language acquisition devices and their ability to learn languages(Gong, 2012, p.205). Therefore, it is scientific an

31、d feasible to teach children correct English. In fact, many childrens language learning capabilities are stronger than adults. The rich phenomenological power allows children to enhance their memory, which is very beneficial for children to learn English. The English teaching activities of early edu

32、cation can stimulate children to memorize words through association through some interesting activities, which provides good conditions for future English learning. In addition, childrens interest in novelty will be particularly great, which will deepen their impression of learning and learn faster.

33、3 Problems in English Teaching in Early Education Industry 3.1 Misunderstanding of the Purpose of English Teaching for Young ChildrenMisunderstanding of the Purpose of English Teaching for Young Children is a common problem in early education institutions. The main reason is that educational institu

34、tions are blindly pursuing maximum business benefits and attracting more students. It is impractical to set teaching goals as how many English words to master, how many English songs to recite, and how many English stories to tell. This increases the pressure on teachers to teach children to memoriz

35、e words, songs and stories in violation of the rules of memory. Such teaching effect is obviously not ideal, and it will have adverse effects. For example, children will confuse similar words. From the perspective of parents, they believe that the quality of English teaching can only be assessed by

36、the vocabulary, songs and stories learned by children. If a child does not have the English proficiency they expect, the English language course will be considered invalid. They will ignore childrens habits learned from English courses and pursue utilitarian results too. This is why early education

37、institutions are eager to set a teaching goal for English teachers, on the one hand, to attract more parents; on the other hand, they want to consolidate the existing students. Wrong teaching goals will cause children to gradually become disgusted with English, lose their interest in learning, and n

38、o longer cooperate with teachers teaching activities. Under bad circumstances, English courses will be conducted with negative emotions, causing disorder in the classroom order and slowing down the course. The misunderstanding of teaching purpose often affects children, which fundamentally violates

39、childrens learning rules, pursues utilitarian results with all eyes, and hurts childrens enthusiasm for learning English. This is contrary to the original intention of early childhood English teaching.3.2 Misunderstandings of Childrens English Teaching Content and Teaching Methods Research (Ding & M

40、en, 2015) reports the current English early education institutions in China mostly use foreign original textbooks or animation video materials. Although these kinds of textbooks are quite authentic and authentic, many of them are culturally different. They do not take into account the national condi

41、tions of China and the externalities of English learning for children surroundings. In a native Chinese language environment, learning English is not easy for young children. The textbooks used in early childhood English teaching often take Western culture as the main content, which is more difficul

42、t for Chinese children to understand. Furthermore, the teaching content of most English early education institutions focuses on word phrases, fairy tales, and western etiquette, and many of them are not practical. Outside of the classroom, young children cannot use the English knowledge they have le

43、arned in their lives, and they do not need to use the English words and phrases they have learned to conduct conversations, thus reducing their motivation to learn English. The lack of enthusiasm for learning also prevents children from having fun in English courses. English courses are only a long

44、and time-consuming process. The differences between Chinese and Western cultures are also important factors preventing young children from learning English.The original teaching materials and electronic whiteboard were introduced blindly, and there was no supporting learning plan（Wang，2015，p.210）.Th

45、is is an obvious problem for Qinhuangdao early education institutions in English teaching. More often, some textbooks are used by western schools. This also means that these early education institutions in Qinhuangdao do not have a detailed planning for each lesson or each stage of the lesson, and t

46、each at will to allow young children to learn English aimlessly. This is not conducive to the cultivation of childrens good learning habits and language habits. There is no systematic learning, which violates the logic of thinking in learning languages.Another misunderstanding of English early educa

47、tion institutions in English teaching is teaching methods. The English teaching in these early education institutions is usually game-based, so children often do not take it seriously and learn limited knowledge. Furthermore, unreasonable time allocation will make children unable to focus on the teaching content and be in an over-excited state, which is not conducive to teaching. Many English teachers use English videos, English songs and mini games to attract childrens attention. But it also makes children overly dependent on these entertaining things and may be distracted. In or