What basic principles should primary school English teachers follow in vocabulary teaching?

The teaching of English courses in primary schools should follow the following principles:

1. Attention should be paid to interest, sense of accomplishment and self-confidence in the overall teaching objectives.

Whether primary school students can learn English well depends largely on their interest in English learning. English teaching in primary schools should adopt all available methods to stimulate students' strong desire to learn English and make them like and willing to learn. The maintenance of interest in learning depends largely on the effect of learning and whether they can get a sense of accomplishment. Therefore, teachers should stimulate students to participate actively, practice boldly and experience the joy of success through various incentive means, such as prizes, tasks, honors, trust and emotions. With a sense of accomplishment, you have confidence.

2. In the course implementation, we should pay attention to the environment, frequency and efficiency.

In the teaching of English courses in primary schools, we should pay special attention to the creation of language environment, make full use of and develop various media such as TV, audio recording, video recording and CD-ROM, enrich the teaching content, enliven the teaching atmosphere and create a vivid and real language environment. In addition, pay attention to the frequency of class. In the past, an important reason for the poor effect of offering English in primary schools was the lack of class hours and the low frequency of students' contact with the language. Generally speaking, school hours are two hours. In some areas, schools only hold one class hour a week. If they learn, they just can't learn and can't remember, which wastes resources and has a negative impact on students' psychology. According to the law of memory, if you can't review the new content in time, you will soon forget it; The longer the interval, the higher the forgetting rate. Therefore, when English is offered in primary schools, high frequency and short class hours should be adopted to ensure that teaching activities are arranged four times a week to create conditions for students to learn effectively and improve learning efficiency.

3. Emphasis on experience, practice, participation and creation in teaching mode and method.

English teaching in primary schools should start from children's psychological and physiological characteristics, change the traditional learning methods and let students learn through experience and practice. Traditional language learning methods emphasize that students should learn phonetic symbols and grammar and memorize a certain amount of vocabulary in the primary stage. This teaching method leads to teacher-centered classroom teaching, and students are in a passive state. In fact, education should be an active process, and the development of cognitive and language ability must be realized through the active experience, participation, practice, active attempt and creation of learning subjects. In particular, children have the characteristics of strong imitation, thirst for knowledge, good memory, light psychological burden, strong desire to express and creative spirit, which are the advantages of primary school students in learning English. However, their understanding ability is relatively weak, their attention is not easy to concentrate, and they don't like monotonous repetition and mechanical training. If we only want children to learn and understand the knowledge of language and recite the rules of pronunciation and grammar, we just ignore the advantages of children in learning language. Many children fall behind because they can't learn phonetic symbols, don't like grammar or can't remember words, and then give up English learning. Therefore, English courses in primary schools must start from students' psychological and physiological characteristics, follow the law of language learning, start with changing students' learning methods, and achieve the purpose of cultivating interest, forming a sense of language and improving communicative competence through listening, doing, rap, playing, reading, writing, audio-visual and other activities.

4. In language teaching, language sense, pronunciation and intonation and communicative competence are emphasized.

Schools and teachers should actively create conditions, provide good language environment and equipment, and help students form a preliminary sense of language by providing a large number of practical activities such as perception, experience and imitation. The study of pronunciation and intonation includes pronunciation, stress, intonation, rhythm and language flow. In order to prevent the teaching with the goal of single tone accuracy, we should train in a meaningful context by listening and imitating more, and lay a good foundation for pronunciation and intonation. To cultivate students' communicative competence, it is necessary to create communicative situations so that students can develop their communicative competence in communication.

5. In teaching evaluation, we should pay attention to attitude, participation, efforts and communication skills.

The evaluation of English curriculum in primary schools should be based on formative evaluation, which is carried out in the usual way of students' teaching activities, paying attention to students' attitude, enthusiasm for participation, degree of effort, communication ability and spirit of cooperation. By observing students' activities (telling stories, telling ballads, singing, performing dialogues or short plays, etc. ), communicate with students, students' self-evaluation and mutual evaluation and other lively ways. In addition to formative assessment, the final or academic year examination for senior pupils can be combined with oral and written examinations. Oral test mainly examines students' practical language application ability; The written test mainly examines students' listening and reading abilities and their preliminary writing ability. Grade system or standard method can be used to record grades in evaluation, and students are not allowed to queue up according to grades or serve as the basis for various evaluations or selections.