Keywords: primary English teaching; curriculum resources; exploitation; utilization;
摘要：对于我们来说，如何开发并充分利用课程资源是一个崭新的课题，英语在小学教育中是一门强制性的学科。但是对于小学英语课程资源的研究尚薄弱。本文针对这一学科尝试了初步的研究。首先，提出了现存的问题，分析了研究的目的与意义。再次，本文提出了英语课程资源的定义与分类。第三，也是最重要的一部分，介绍了开发利用小学英语课程资源的方法。在这一部分中，本文从校内，校外、信息课程资源这三个方面探究。作为一名小学英语教师，我将校内课程资源作为最主要的研究对象，给予了最长的篇幅。最后，本文呼吁这一领域的每个因素都参与到研究队伍中来，促进和完善我们的英语教育。
关键词：小学英语教学；课程资源；开发；利用
1. Question Presentation
Traditional education depended so much on textbooks; its understanding about textbooks is also narrow. Nowadays, according to the new fundamental education curriculum revolution, except textbooks, curriculum resources have more extensive meanings. While the revolution becoming deeper and stronger, many countries pay much more attention to the exploitation and utilization of curriculum resources. But what are curriculum resources? How to classify curriculum resources? What’s the meaning and value of them? How to develop and make full use of them? In
1. Scarcity of exploiting conditions: 1) the exploiters have the wrong cognition of curriculum resources: they pay much more attention to development of knowledge resources; overlook the new development of knowledge and interpenetration between subjects.1 2) Primary English teachers and researchers know little about curriculum resources. 3) Most teachers hold the wrong views that their responsibilities are only teaching, the exploitation is the business of experts, schools and education departments. Their attitude to exploitation is rather un-positive.2 4) they also have little experience with few methods and less energy. There is so much work for our primary English teachers, about 18 to 20 lessons each week. The time for study is limited. 5) The fund is always not enough for facilities and investigation.
2. Wasting and laying aside of resources: On one hand, there have been some curriculum resources yet, undeniably, some are very useful, but the fact is they are less used or totally neglected. For example, there are many different editions of primary English textbooks, some proved to be good, but not be popularized. To develop new textbooks is still continuing. On the other hand, some teachers depend so much on some resources, such as the multimedia, network resources or textbooks,
1. 邵水平. “中学英语课程资源的开发与利用”, 《中小学英语教学与研究》. p1（6）2005
2. 杨宝山等. “新课程实施中课程资源的开发利用现状”, 《教学科学研究》. p29（2）2005
neglecting other resources, so that the exploitation might be delayed.
The current mission is to know clearly about primary English curriculum resources, to search for some effective, convenient and practical resources in a large scale. This paper tries to make a preliminary study on this subject.
2. The definitions of curriculum resources
The father of Modern Curriculum Theory, Ralph W.
There are many kinds of definitions and sayings in
So, what is English curriculum resource? It’s a summary of any usable persons, things, teaching, family and social resources in the progress of English curriculum organization, implement, evaluation and so on. At least, it should contain five parts: 1). forefather’s knowledge and experience. 2). Students and student’ living experience.
3. 江山野. 《简明国际教育百科全书 课程》. 北京：教育科学出版社，1991
4. 《为了中华民族的复兴 为了每位学生的发展》 p402
5. 英语课程标准 （实验稿）
3). Teachers and teachers’ knowledge and experience. 4). Social factors. 5). Family members and family environment. 6
3. Classifications of curriculum resources
According to the functional characters of curriculum resources, it can be divided into materiality resources and condition ones. The former is curriculum materials which act on curriculum, like knowledge, skill, experience, activity ways, emotional attitude and value; the latter is not direct curriculum resources acting on curriculum, like people, things, money, time, site, medium, facility and environment. According to the different space distributions, there are in-school curriculum resources, out-of-school curriculum resources and information curriculum resources, which is the commonest and clearest assortment. According to the forms of transporters, there are textbook curriculum resources, video curriculum resources, place curriculum resources and personal curriculum resources. 7 The article will be elaborated from the second classification. English curriculum resources can also be divided into three categories: in-school curriculum resources; out-school ones and information ones.
4. Meaning and Purpose of investigation
English teaching always needs changes and reforms. How to find a suitable reform system to primary education, the investigation of primary English curriculum resources is one of the keys to help out.
While the revolution of English fundamental education is going, the importance of English curriculum resources has been noticed gradually. Curriculum resources are supporting systems of curriculum revolution, without them, curriculum can not enter into the primary school teaching, can not bring along the practical effects. Because the degrees of richness and suitability of curriculum resources decide the scope and level of the realization of curriculum targets, exploitation and utilization becomes a very essential part in the new curriculum revolution. It can transcend the narrow education contents, let teachers and students’ experience enter into teaching and learning. It can
6. 王孝红. “论课程资源的开发和利用”，《基础教育课程 改革纲要(试行)》 2004.
7. 杨九俊，吴永军. 《建设新课程：从理解到行动 通识卷》p203 南京：江苏教育出版社 2003.7
transfer students’ position, changing from passive knowledge receivers to knowledge builder as teachers. It can broaden teachers teaching views, shifting their education idea, and spurring their creation. 8
5. Principles of exploitation and utilization
Curriculum resources, no matter to English or to other subjects, they hold the characters of diversification, materialization, specification, openness, humanization, potentiality and indirection. The basic principles of exploitation and utilization are like these: in-school resources are primary resources; out-of-school resources are auxiliary ones. American curriculum expert, Tyler. R said: “First, use school resources as much as possible; second, strengthen the out-of-school curriculum; third, help students communicate with the out-of-school environment.” 9
On the basis of subject features, current shortcomings, economy and time limiting, openness, economization, convenience, practicality and effectiveness must first be considered in the exploitation and utilization in the primary English curriculum resources. Apart from these, they should be individual, shared, suitable and reasonable.
6. Exploitation and Utilization of primary English curriculum resources
6.1. In-school primary English curriculum resources
In-school resources are richest resources in curriculum development, from the ordinary textbooks, auxiliary materials to teachers and students themselves, to teaching itself and the environment. Each aspect has its unique function.
The function of textbooks relatively declines nowadays, but they’re also main curriculum resources in school. Textbook is not only the carrying of knowledge and information; it’s a living text, an everlasting learning source.10
In the light of the features of primary English teaching, textbook should be
8. 邵水平. “中学英语课程资源的开发与利用”, 《中小学英语教学与研究》. p1（6）2005
9. Ralph
10. 杨九俊，吴永军. 《建设新课程：从理解到行动 通识卷》p203 南京：江苏教育出版社 2003.7
developing, scientific, funny, flexible, open, and suitable to students’ age, psychology, and cognitive levels. 11 Textbook is not the Bible; should be processed and revolutionized.
1). According to students’ current foundations, determine the corresponding teaching contents. Students are different individuals, their living experience, knowledge storage and cognitive levels are different from one to another. Thus, the rule is different students, different treatments, and even different learning contents.
2). Transfer from old “teach textbook” to “teach by textbook”, exploiting and compiling teaching content, from existing contents to develop new ones. While learning “what would you like?” and “what would you like for dinner?” the books present many different food: hamburgers, French fries, beef, milk, coffee, rice, fish, vegetables etc. Ask students to classify the food, which are healthy, which are not. Let them know the badness of fast food and some drinks, communicate with others.
3). Given by the practical teaching needs, re-compose contents boldly, adjust the arrangement and sequence moderately. PEP textbook contains some festival knowledge, like Christmas, Teachers’ Day etc, we should delay or advance these contents according to the actual days.
4). Make addition or omitting properly. In book 4 unit 4 story time, there is a phrase “Bless you”. Students couldn’t understand why somebody sneezes, others may say: “Bless you!” we can introduce some interesting culture points here, Bible says: when people sneeze, his or her soul will come out of the body. So bless you to regain your soul and be OK. While teaching the word “cake”, I added the phrase “a piece of cake” and explained the meaning, students are very interested. While learning “What’s your father\mother?” I added businessman, accountant, manager, housewife etc.
5). Leave out enough space for students. In PEP book 4 recycle 2, the story is not finished, “it’s windy now……”students may think and create the ending; maybe it’s going to rain, then what happens? Arrange the language, build a whole passage.
6). Using the textbooks flexibly, transfer from difficult to easy properly on the right
11. 英语课程标准 （实验稿）
time. Some stories are rather hard to read and act in PEP, we often make it easy by using CAI, though video and music, the stories are presented vividly. If students can understand them, that’s ok, no more reading.
7). Compile some appropriate textbooks for students. Students are different units. Teachers could collect some suitable stories, texts to compile a reading book for some students. As for some comparatively weak ones, gather some knowledge points, easy little stories for them.
Teaching materials are composed by textbooks and kinds of auxiliary teaching materials. Auxiliary materials have big contents: references, pictures, cards, radios, slide projector, exercise books, accessory readings, magazines, papers, broadcast programs etc. Early electronic teaching resources are radio, video recorder, slide projector, they’re very convenient, efficient, cheap and practical. Although, internet and multimedia develop quickly, it still takes a long time to universalize in the light of our country situation.12
1). Radio and tape are most familiar and frequent used tools. Not only in class, but also they could be used at home, to review and preview, to learning something out-of-class. Moreover, students can make recordings, then be corrected by teachers, or could be listened by the whole class, find goodness and shortcomings. This method used in reading and oral practice will bring about great fruit.
2). Design projection slides. The writings on slides are much clearer and bolder than the textbooks; they make a deep impression on students’ minds. What’s more, they’re easy to make and can be used again and again. Students may be encouraged to make their own sliders, such as room design while learning “My room”, then make an oral expression about that. That must be rather efficient and deeply remembered.
3). Use video and sound materials properly. For instance, while learning sports, we can introduce “Flying Jordan” “NBA player Yao Ming” “sport player Liu Xiang”. While learning weathers, we can use some raining, blowing, thundering sounds.
12. 丘德雄 “英语课程资源的合理利用与开发”《EDUCATIONAL PRACTICE & RESEARCH》 2005.1
students are easy to be fascinated and learn the new words happily.
4). Cartoons, songs, chants are most absorbing materials, “The Lion King” “Harry Potter” “The Sound of the Music”, “Duo, Re, Mi”, “Five Little Monkeys”. Watching and listening will increase the input of true and native language. But we must use those materials moderately. Especially for higher students, too much fun and beautiful pictures with little language points is bad for them.
5). Make and collect teaching props, cards, pictures. Teachers and students can make role-acting hats and word cards; also they may accumulate words and sentences. The process improves their doing ability, develops their IQ, accelerates the remembering. A typical example, make a knowledge box. First, collect all the questions learned and put into a box, in the beginning of each class, one student takes out one piece and read out the question, then asks someone to answer it. Pictures provided by school are rather limited. Collect pictures from magazines, papers, advertisements. With favorite stars, some pictures are very appealing to our eyes. Also, our own created pictures are precious curriculum resources.
6). Real things are most attracting curriculum resources. While learning food and fruits, students and teachers could take real things to class, it’s helpful to students’ cognition and understanding. While learning how to talk on the phone, use toy telephone to imitate the real sites. Fork and knife could be used while learning table cultures. There are many examples, real clothes, living things etc.
7). Choose some excellent foreign writings, primary English papers and magazines etc. such as Grimm's fairy tales, Aesop’s Fables, 21st century.. Fables, humors, tales are also interesting. “Mark Twain and the Deaf”, “The King’s New Clothes”, “The Rabbit and the Turtle” etc.
In 20th century, John Dewey realized that teachers have potential contributions to curriculum; they are huge undeveloped curriculum resources. Curriculum experts initiated “teachers—researchers’ movement” 13, requiring to renew the double
13. 教育科学研究 (北京) 2003.4
identities of teachers and researchers. Teachers are intermediary between curriculum and students; they’re direct builders of curriculum. They’re curriculum resources.
Every aspect of teachers affects students’ growing and the implementation of curriculum: personality, mentality, value, emotion, attitude, knowledge, experience,
cognition, abilities, teaching skills and levels etc. Teachers are guiders, models to students, what he\she says, what he\she does, all set examples to students.
1). Teachers’ personality, teaching style are resources. Generally speaking, the feature of the class is connected with the teaching style and teacher’s own characters. An active, passionate and confident teacher’s pupils are mostly the same as their teacher. And vice versa, an overdue strict teacher and his stiff teaching may have the bad affect on students.
2). The potential and specialty of primary English teacher may affect and encourage students a lot. Primary English learning is the baby time, beautiful pronunciation is important. It’s also an interests-developing and basic-learning time, teachers’ singing, drawing may raise their interests and improve teaching effect. In English class, sometimes I draw several lines on the board, it turns out to be a lovely thing, or a vivid animal; students may admire me a lot and love my class very much. I’m good at singing English songs. So I use my spare time to set up an English choir.
3). Teachers’ evaluating language is another resource. It’s a kind of art. We could change “no” to other expressions, try not to hurt students and let them feel success and build up confidence through encouraging evaluation. “Much better this time.” “That’s Ok.” “Try again” “Not bad” “Well done” “Good job” etc.
4). Cooperation between teachers is good to teaching. Teachers are different individuals with different teaching styles, skills, ideas. At the same time, they lead heavy works with limited time and energy. This causes the necessity of cooperation between teachers. They may share ideas, methods, success, and fruits as well as discuss the problems, consult with others, make suggestion, learn from other’s strong points to offset one’s own weakness. Other teachers can also be curriculum resources to us. Students love new things, teachers could be changed to make novelties. or work with other subject teachers, making simple double-language teaching, creating English environment. Students must be interested in this changing.
For teachers, we should enrich our knowledge storage, be sensitive and attentive to novelties, sucking mental and material fruits; should have wise eyes and ingenious hands to select and dig out the deep resources. And over-subjects knowledge and abilities are also needed. In the field of curriculum resources exploitation, teachers’ roles change from receivers to exploiters. New curriculum revolution offers much space for teachers to research and create.
Pre-Soviet educationist B·A·Cyxomjnhcknn said: “Students are most important power in education. If it is lost, our education also loses its root. Students are the objects of education as well as most significant resources.” 14
Students are curriculum resources; the reason is they’re curriculum subjects, creators and developers. The discrepancy between students exists in every aspect. The living experience and information, characteristic understanding, personal interests and hobbies, particular feelings, fancy imagination, they’re all valuable resources.
1). From interests, favorite activities to catch curriculum resources
Interest is power. Put it into teaching, turn it into eternal motivation. The curriculum resources based on students’ interests are their own resources, must suit them perfectly. Students are interested in teachers’ private life, while teaching “My room”, I present my room to them through pictures. Students are very excited and the teaching gets twice the result only with half the effort.
2). From living experience and information to catch curriculum resources
Students are potential treasures. Their experience is the beginning of teaching, if knowledge combines with students’ experience and turn to new experience at last, then it’s valuable. If teaching breaks away from experience, it’s not successful. The difference in experience is the linking point of mutual communication and learning. In discussing or group cooperation, we build a platform for students to express and talk. In this way, different experience and knowledge are well shared. Society develops
14. 季平 “突出文化、人与智慧——如何理解课程资源开发” 《北京教育》 2002.10
quickly; students’ knowledge broadens a lot. Sometimes, they know faster and better than teacher, “What kind of sport does your mother like?” I once asked, “Shaping” a boy said, “I’m sorry, what?” “It’s a kind of losing weight, keeping fit.” “I see.” I let him to explain and teach the word to the whole class, sharing knowledge as well as feeling success in the English.
3).From specialties to catch curriculum resources
Each student has his or her specialty, some are good at drawing, some are good at writing, and some are good organizers. We should encourage them to show talents and be resources exploiters. For examples, I often let little painters draw some pictures for class using. When presenting scene dialogues, little actors or actresses are invited to act with me. I also let them edit English papers, or write on the board for class.
4). From questions to catch curriculum resources
The effectiveness of teaching relies on teachers’ utilization of students’ attention and excitement. Their questioning reflects their attention and excitement. Teachers must catch and use these questions. Not only questions, different ideas, suggestions, puzzles are all curriculum resources. Every week, there is an English question time in our class; student can pose any questions, once a girl asked: “I have an English class today. I had an art class yesterday. Yesterday is 昨天 in Chinese. What’s the difference between have and had?” At that time we haven’t learned past-time yet, but I still explained to the class simply. When we learn past-time later, they feel it very familiar and easy to understand.
In teaching activities and progress, teachers and students act on each other; various ideas crashed together, and come out with the new resources.
1). Research and use resources from trifles in school life
Most primary teachers complains: “ There are always so many things to do, morning reading, morning exercises, eyes exercises, inter-classes supervision, inter-classes snack, lunch distribution, class cleaning, classroom decoration, kinds of competitions. I’m so boring.” If teacher can see those little things from another view, then it’s totally different, maybe trifles are not really little and boring. They could be valuable teaching resources for our education.
As an English teacher and a director of a class, I regard those trifles as my precious teaching time and opportunities. English is around us all the time, in morning reading time, we always make little competition on English reading, who can read English beautifully and fluently, who is the most confident student. It’s also little English teachers’ show time; students collect some English knowledge and teach others in the morning reading. In inter-classes supervision, if they’re running in the corridor, I will say “stop running, please”, if they’re fighting, I say “stop fighting, it’s bad” “say sorry to …” Time passes by, they learn those sentences naturally. While we do some cleaning, students also get knowledge, “chair, desk, floor, light, wall, teacher’s desk, blackboard, window, let me clean…, it’s nice and clean etc”.
2). Research and use resources from faults
Who can say I would not make a mistake? I’m afraid that Saints would be wrong sometimes. Students and teachers are common human beings; we should treat their mistaking correctly. The value of mistakes is not mistake itself, but the creation behind mistakes.15 Correcting faults teaches students to be tolerant to others’ mistaking, to face their own mistakes bravely. Are faults curriculum resources? The answer is absolutely yes. For instance, students are so familiar with “This is my…” pattern, while introducing somebody to others, they always mistakes: “This is my Xiao Ming.” I always smiled and said: “Xiao Ming is yours, yes?” then they would correct at once, “This is Xiao Ming or this is my friend Xiao Ming.”
3). Research and use resources from sudden happenings
Sudden happenings in class always contain educational contents. They provide opportunities to research and use resources. How to deal with those sudden happenings needs teachers’ teaching wits. Once, we were talking about Present Continuous Tense, a butterfly flied into our class, students were attracted by it at once, I asked: “look at the butterfly, what is it doing?” “It’s flying.” “Good.” “Is it beautiful?” “Yes, it’s nice.” “It’s lovely.” “It’s naughty.” “Why?” “Because it’s flying
15. 付责林 “让课堂上的“错误”成为一种课程资源” 《人民教育》2003.17
in our English class.” “Oh, what should we do?” then one student released the butterfly and closed the window. Another case, a boy’s pencil-case fell down on the floor and made a big sound. His face flushed at once, I said: “Where is the pencil-case now?” “It’s on the floor.” Smile came back to his face again.
4). Research and use resources from English teaching strategies
In order to be close to kids, I permit them to call me “Toni”, each student also gets an English name, “Apple” is for a lovely girl. “Chocolate” is for a boy who likes chocolate very much. “Summer” is for a girl who is very ardent. “Heart” is for a girl has a kind heart. In this way, their passion for English is lighted up.
Create real sites in primary English teaching. Classroom could be decorated to be a zoo, a shop, a living room etc. I will encourage students to act the story or make a similar dialogue, acting makes our class vivid. “My birthday”, “Merry Christmas”, “Weather report” etc all are excellent scenes for acting.
In words learning and revision, we often have competitions, guessing games or puzzles”. Those activities spur them a lot. “I have four legs, but I can’t walk and run, who am I?” “bed” “desk” “table” “chair”…… Magically, puzzles develop their minds and imagination.
The integration of subjects is also used in English teaching. Computer class, music and art class are best friends to English class. “I have big eyes, small ears, big mouse and long nose. I have short hair and a red face.” “This is my room, the floor is yellow, the wall is green, there’s a white bed and a blue desk with a pink lamp on it.” Teachers make introductions, students paint.
5). Research and use resources from students’ homework.
The form of homework is not fixed. Making a New Year card\ a birthday card, making a salad, a survey about family careers, collecting information about polluted situation, reading an English story-book, watching a foreign cartoon all could be homework and curriculum resources.
Some homework might be done or not for some students. Once, a girl said: “I’ve already remembered the words, could I copy one time?” “Oh, then you needn’t do it.” I said. We needn’t add extra working on students. The necessity of some homework depends on students’ needs and interests.
School is a textbook of human life. It’s a place where students learn and grow, every factor is curriculum resource. School and classroom need changing.
1). Exploit and use classroom resources. Generally speaking, its decoration should be according to kids’ mental characteristics, it may be vivid, lovely, healthy, with flowers on the corners, cartoons on the windows etc.
All the things in classroom could be labeled by English names. On the wall, there are English papers made by students. There’re English proverbs: “No pains no gains.” “Practice makes perfect.” “Constant dropping water wears the stone.” On the blackboard, there is a place for English humors, stories etc. Build an English book corner or shelf, it contains English-Chinese dictionary, various English textbooks, English chants, story-books, to improve students’ self-study. On the front board, there’s a corner for double language timetable and duty timetable. The arrangement of desks and chairs should be changed in the light of teaching needs. Apart from conditional arrangement; it can be U type, O type, semicircle, they’re beneficial to communication between S-S and T-S. Put in toys or other materials in the class cupboard. On the KT board, news words and sentences of each unit are written on. Students may notice them easily. In this way, the chance of remembering increases, especially it’s good to week students. Facts prove: It’s better than dull copying.
2). Exploit and use school resources.
Create a beautiful school environment, each flower and tree is resource, they may be labeled by English names and introductions. Slogans can be sticked on the corridors, stairs, “Be quiet!” “More praise, more friends.” Offices, classrooms, rooms, washroom may have their English names and aphorisms, Library: Knowledge is power; Gym: Exercises make you strong; Garden: No flowers, no beauty. Washroom: Saving water. What’s more, make good use of school broadcast system. A sentence each day, a passage, a song, an English cartoon each week, they could be broadcasted on the fixed time. or they’re written on the school board, putting it at the school gate for every day reading. If condition permits, multimedia classroom and relevant information facilities (English teaching software, DVD, VCD) should be ready. In English activity room, students and teacher can sit on the floor, playing and learning. Furthermore, English corner and saloon are very helpful.
3). Walk out of classroom
Many sites in school can be English learning places, in “My school”，I guide students to look around the playground, gym, garden, canteen, computer room, library etc. In teaching “jump, run, play”, we are on the playground to feel and learn happily, I add some other phrases: attention, line up, turn left etc. In teaching “write an e-mail, send an e-mail”, we are in the computer room, students sent e-mails to each other.
4). Create English learning environment
Hold various competitions: English speech, English songs, oral arena etc. Teachers and students should permeate English in school life. “Morning!” “Good afternoon!” “See you!” “Good day!” “Sorry, I’m late.” “May I come in?”. “How are you?” “Your clothes are very beautiful”, “Excuse me, can I use your eraser?” “Can you help me?” “What’s the meaning of…”“How to say…”.
6.2. Out-of-school curriculum resources
Human’s emotion, attitude and value come into being in the communication with other people, society and nature, come into being in the practice. Out-of-school curriculum resources provide space for students’ character developing; provide space for cooperation with others, provide space for coordination with society and nature. 16 They are supplements to in-school resources. Walk out of school, put knowledge and skills into practice.
Parents’ characteristics, levels, family environment affect students on a large scale. Sometimes, this effect is determinant. Family life is the most familiar things to kids; parents are the biggest supporters and cooperators of education.
1). Some parents are good at English or they’re relevant experts, they can instruct and
16. 王晶 李建群 “开发校外课程资源 提升学生人文素养” <http://www.cqvip.com>
join in kids’ learning. They should be invited to give reports on their successful doing. Further, they may join in the daily class.17 Maybe there are friends or family members abroad, or doing jobs about English, kids are imperceptibly influenced by what one constantly sees and hears, accumulating much perceptual knowledge.18
2). There may be some English books, magazines, and dictionaries at home. Moreover parents are the biggest supporters of buying learning materials. Enrich readings, tapes, VCD in family, lead kids to build their own English world.
3). Encourage parents to create a democratic and harmony family, construct English watching, listening and talking environment. If possible, communicate with parents with simple oral English.
4). Encourage students to show their fruits or to teach their parents what they learned:
new words, communicating language, songs etc, through which students use and solidify knowledge, parents could see the kids’ development on English, thus encourage and support them, and students’ interests are spurred and strengthened.19
5). Try to take students to English social activities (English corner,
6). Visiting students’ family, holding parents meeting are traditional and simple connections between family and school. Nowadays, telephones, information, internet are developing quickly and become convenient and quick links and resources.
Society is a big school; we should lead students to practice in it, develop this encyclopedia, and stimulate them to love hometown and country. Society is a no-letter book, the duty of school is to export qualified members to society, and developing society resources increases the opportunity to get in touch with the society.
1). Collect and accumulate English resources from out-of-school, for example: English advertisement on television, “I love this game.(NBA)” “Shift the Future
17. 蔡亚波 “英语课程资源的开发和利用” 《TEACHING DESIGN》2005.1
18. 张婧 “浅谈中学英语课程资源开发” 《教学与管理》 2003.11
19. 姚立新. “农村小学英语课程资源的开发”, 《中小学英语教学与研究》2004. 4
(Nissan)” “Made in
2). If possible, inviting foreign teachers to give oral classes. Their enthusiastic teaching style, teaching methods let students contact native English. Through learning, students feel the difference between foreign and
3).Various social places are important resources. Search and deal with resources from zoo, shops, museum, courtsides, companies etc. If condition permits, schools could contact with local KFC, McDonald’s these fast food shop, let students communicate with customers as waiters or waitresses, using what they learned in the re, al situation. Bookstores, libraries have plentiful primary English learning materials. In
4). Community resources should be considered. Walk into the community; take part in community services and activities, as: write community blackboards, papers. Teach old people to learn English.
5). Local scene resources. Hang Zhou is a famous international tourist city with beautiful
6.3 Information curriculum resources
Nowadays, as an important information transporter, internet has permeated into the society gradually. These years, internet walks into primary English classroom. How to use internet to improve the class teaching becomes a hot topic. Internet is a sophisticated auxiliary facility of teaching, named as
1). Develop internet boldly, break out narrowness of traditional curriculum, and make minds broadly. Internet provides infinite potential, method, ways for English teaching; on the internet platform we could select process and integrate information, use CAI (Computer Assisted Instruction) to make teaching more dynamic and realistic.
2). If possible, build school internet, make English web pages by teachers and students, and talk in English in the net. Make net resource storage, communicate and share good materials. Nets are communicational fields of parents and teachers, students and students, teachers and students. Teachers can put homework and tasks on the school net for students and parents, letting students search for information through the net;put western culture, humors, classical movies and cartoons, songs, news, novels on it for reading.21
3) There are various primary English learning webs: Hong En English,
4). Teacher should develop students’ skills to exploit and use internet resources, to identify, judge, choose by themselves.
Internet discards conditional school-centered, textbook-centered and teacher-centered teaching mode, use net information to choose living materials. It makes primary English class active and comprehensive, it makes helping, learning, sharing materials with each other possible, it increases openness and flexibility of English Teaching largely, and it provides an on-line, new-style learning environment
Although internet is good, teachers should choose thematerials according to the textbook, students and teaching styles, and use it moderately. Secondly, Free talk，Daily report，Pair work are still necessary to language communication, because talks
20. 罗荩 “网络下的小学英语课堂教学” 《小学教学参考》 2005.1
21. 向平 “开发英语课程资源的有效途径 ---建立英语教学网站” 《基础教育外语教学研究》 2003.8
to computers can not substitute communications between humans even if the internet is colorful and beautiful. Thirdly, we should not ignore other curriculum resources, what if there is no power, and how could a CAI-based class carry out? As a primary English teacher, we should make full use of internet, avoid its weakness.22
7. Conclusion
The exploitation and utilization of Primary English curriculum resources is the objective demand of our educational situation. It’s meaningful to both teaching and learning. The scarcity of resources, uncompleted developing of resources, wasting and laying aside of resources are still the main problems in English education. What should we do? I appeal that everyone related to curriculum resources should take part in the development of primary English curriculum resources, search for new resources, summarize their experience and enhance the utilization rate, I appeal that everything related to primary English curriculum resources should also be considered. English curriculum resources are at everywhere at any time. Muster every factor to make primary English education much more abundant and colorful.