Abstract
Nowadays, preschool English teaching has been in prosperous development since it makes a great difference to the development of children’s intelligence, as well as to their physical and mental health. However, many researchers have found that many problems still exist in preschool English teaching. Some researchers point out that perceptual features of children and their interest are often neglected. And some teaching methods are just used to teach students some easy English songs instead of systematic knowledge. This study aims at investigating preschool English teaching in Suzhou, including teaching materials, teaching methods, qualities of teachers and performance of students. Also teachers’ views on English teaching and the problems that they are faced with are covered. Data mainly come from the questionnaire and interview. Main findings of the study are summarized.
As to the status quo, many English teachers would like to use objects and audio-visual equipments to attract students’ attention. Usually teachers utilize tongue twisters, songs and games to organize the class, creating a relaxing and pleasant environment. Also, teachers tend to use self-compiled teaching materials to assist teaching.
When asked about their views on teaching, many teachers agree that teachers should act as a guider, offering some open questions for students to find out the answers actively through independent thinking or group work. If some students seem to be absent-minded in class, teachers should solve this problem immediately.
Although preschool English teaching has made great achievements, some problems still have to be solved. One of the most eye-catching problems is that some teachers lack knowledge of educational psychology, having no idea of children’s mental features. Under this circumstance, teachers can gain such experience and knowledge through training courses, communicating with colleagues, consulting senior teachers and learning by themselves. Apart from this, the choice of teaching materials also needs considering. And the measure of evaluating students should focus on developing their interest in English.
In light of the above findings, the researcher draws some implications that may be helpful for improving the effectiveness of preschool English teaching in a similar context.
Key words: cognitive development theory; preschool students; English teaching
Contents
Abstract
中文摘要
Chapter One Introduction-1
1.1 Significance and purpose of the study-1
1.2 Structure of the thesis-2
Chapter Two Literature Review-3
2.1 Key theories-3
2.1.1 Cognitive development-3
2.1.2 Implications of cognitive development on preschool education-3
2.2 Related studies-4
Chapter Three Methodology-6
3.1 Research questions-6
3.2 Subjects-6
3.3 Instruments-6
3.3.1 Questionnaire-6
3.3.2 Interview-6
3.4 Data collection and analysis-6
Chapter Four Results and Discussion-8
4.1 Status quo of English teaching at preschool level-8
4.1.1 Teaching materials-8
4.1.2 Teaching methods-9
4.1.3 Teachers’ qualities and competence-9
4.1.4 Performance of students-10
4.2 Views of English teachers on teaching-10
4.3 Problems faced by teachers and some suggestions-12
Chapter Five Conclusion-13
5.1 Major findings-13
5.2 Implications-14
5.3 Limitations of the study and suggestions for future studies-14
References-15
Appendix A: Interview-16
Appendix B: Questionnaire-17
文献综述报告-20
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