摘 要

课堂控制在小学英语教学中的地位举重若轻，然而，在教学互动中，师生往往都处于不平等的地位，教师则处于“控制”学生以及课堂的地位，学生多数情况下处于“被控制与服从”的地位。小学高年级的学生心理发展不成熟，学习水平和个性也有明显差异，因此，教师良好的课堂控制能力显得尤为重要。

本文援引国内外学者对小学英语课堂控制的教学理论，从教师角色和学生角色等方面对小学课堂控制进行了分析.教师作为课堂生的引导者，互动的创造者以及激励者在整个的教学中起着引导的作用，而学生则作为学习者，互动的参与者以及激励评价的接收者影响着整个课堂的走向以及教师的教学。本文以四五年级的校外培优真实案例进行了研究和对比，发现两者年龄差距虽然不大但是两者的课堂控制还是有所区别，本文从不同方面分析了区别所在并针对这种区别分析其原因。在此基础上，本文针对现有问题, 从学生与教师的角度提出了改进方法。

关键词：小学，英语教学；课堂控制；

Abstract

An indispensable competency for English teachers at the primary level is classroom control. However, in the actual teaching process, teachers and students are often on unequal footing. Teachers are in the position of "controlling"while in most cases, Students are in the position of "being controlled and obeyed" . The upper elementary school students is usually in an incomplete state of psychological development, whose learning levels and personalities vary significantly. Therefore, in terms of dealing with such students, the teachers’ classroom control method becomes very essential, especially for those who teach language.

This paper quotes the teaching theory of primary school English classroom control from domestic and foreign scholars, and analyzes the primary school classroom control from the aspects of teacher's role and student's role. Teachers, as enlighteners, usually guide and inspire students through classroom control, leading the teaching process, whereas students, as learners, participants of interaction and receivers of incentive evaluation, play an important role in the process of teaching and the strategies of teachers. This paper studies and compares the real cases of out of school training in the fourth and fifth grade, and finds that although the age gap between the two is not big, there are some obvious differences in the classroom control of the two. This paper analyzes the differences from different aspects and analyzes the reasons for the differences. In the light of the current situation, this paper proposes improvements for the two different roles of student and teacher.

Key Words: Primary school students; English; class control;

Contents

1 Introduction 1

2 Literature Review 2

2.1 Research on Class Control Abroad 2

2.2 Research on Class Control at Home 4

3 Class Control in Primary-School English Teaching 5

3.1 Teacher's Roles in Class Control 6

3.2 Student’s Roles in Class Control 11

4 Case Study 15

4.1 Class Control in Grade Four 15

4.2 Class Control in Grade Five 17

4.3 Difference in Class Control between Grade Four and Five 18

5 Conclusions 20

References 21

Acknowledgement 22

A Study of Class Control in Primary-school English Teaching

1 Introduction

China is a developing country. The decrease of population growth rate makes us put forward higher requirements for teachers' quality and ability in all aspects. During the curriculum reforming of basic education, teachers should pay close attention to the cultivation of students' innovative and practical competence, take students as the major consideration, and respect students' independent learning. It is more necessary for teachers to tap their teaching potential, improve the quality of teaching and promote the overall development of students on the basis of grasping the new curriculum.

Classroom is the main site for teachers and students to realize teaching and learning, which carries the important task of realizing students' socialization. The purposeful nature of teaching activities makes classroom control necessary, making it an important part of the work of teachers and a special bonding form that connects teachers and students. One of its goals is to make the class activities meaningful all the time.

Classroom control is a method to optimize the teaching environment as well as enhance the efficiency of knowledge transfer. It is also a teacher's adjustment of students' classroom behavior. The traditional Class Control is often rough, direct, inefficient, teacher centered or curriculum centered, only focusing on the surface control of the classroom.

Class control is an essential competency that every teacher needs to learn and reinforce. There is a long history of research on this topic by scholars and research institutions abroad. The research and development of this problem is relatively mature and operable, which can bring practical help to primary school English teachers.

At present, research on classroom control of primary school teachers in China is mostly at the theoretical level, and the overall proportion of empirical research is relatively smaller. Most of them are integrated research for all teachers. Control strategy is a hot thesis topic in term of research on classroom control in English classes of elementary school, however, one of the most significant influencing factors in the effectiveness of the strategy - the relationship between classroom control and the realities of the classroom is barely noticed. This study attempts to examine the implementation of instructional control by primary school English teachers in different classroom contexts, in order to contribute to the theory of primary school English teachers' class control, broaden the scope of primary school English teachers' control research, and enrich the research content of primary school English teachers' control.

This study provides a qualitative analysis of the current status and dilemmas of classroom teaching control for primary school English teachers and seeks to find practical solutions. This study aims to improve the efficiency and quality of classroom instructional regulation for primary school English teachers and reduce frustration and slack in teaching. At the same time, I hope to help them better play the role of teachers, more actively achieve their own sustainable socialization, and through more effective ways to achieve the socialization of students. At the same time, as an English major graduate, many of us are also about to face the period of being a teacher. It is hoped that this research could give some enlightenment and reference to the English majors who is entering into the teaching position.

2 Literature Review

2.1 Research on Class Control Abroad

Foreign research on classroom management can be divided into several stages as followed. The 1960 s to the mid-70s, education reform to promote people gradually realize the importance of classroom management, and created some class management model, developed based on the theory of humanism consultative study phase, representative Grasset reality therapy theory. By the 1970s, due to represented by American psychologist Watson's behaviorism education theory, the influence of classroom management method into the behaviorism research stage, Management research in the 1980 s after class rise to a new level, in the teacher effectiveness research, library, broad, Elmer, Jones couple breaks through the previous research on classroom management.

Yuri Hosoda(2014) uses the framework of conversational analysis, and explores the situation of students' apparent lack of response after teachers' questioning, and reveals the explanation of teachers' lack of response. The overwhelming majority of teachers believe that students' poor grasp of language knowledge is the root cause of their failure to answer the questions. Teachers attribute the lack of answers to students' failure to ask questions properly.