当前新农村建设过程中存在的问题及对策完整

1、当前新农村建设过程中存在的问题及对策（可以直接使用，可编辑 优秀版资料，欢迎下载）当前新农村建设过程中存在的问题及对策我国有十几亿人口，农村人口占大多数，农业和农村发 展和农民生活的改善，关系到全面建设小康社会的目标的实 现和国家长治久安。自党的十一届三中全会以来，农业与农 村经济的改革与发展成为了我国经济社会改革与发展的主 旋律。党的十六届五中全会提出了生产发展、生活宽裕、 乡风文明、村容整洁、管理民主的建设社会主义新农村的 目标。经过一段时间的发展取得了长足进步，但是还有待于 进一步提高。党的十七大在建设社会主义新农村的措施中又 提到，要加快推进以改善民生为重点的社会主义新农村建 设。所以

2、，建设社会主义新农村义不容辞。在建设社会主义 新农村的过程中，要解决好农民问题，必须坚持以人为本， 只有农民有了积极性，农村和农业问题才可以迎刃而解。但 是，新农村建设是一项极其复杂的系统工程，在推进新农村 建设过程中，还面临着许多制约因素和困难。尽管我国的新 农村建设在党和政府的领导下，取得了重大成果，但当前我 国的新农村建设还是出现了一些新情况、新问题。新农村建 设是我国社会主义建设的重要组成部分，建设新农村意义重 大，任务艰巨。尤其在当前形势下，农村更是我国拉动内需， 实现经济平稳较快发展的重要突破口。以下仅就这些问题进 行简要分析。一、当前新农村建设存在的主要问题 (_)基层党组织弱化

3、、党员队伍老化、后继乏人。农村基层党组织和广大党员是建设社会主义新农村的 组织者、推动者和实践者，是党联系群众的桥梁和纽带。但 是，一些农村基层党组织和党员队伍的现状与新形势、新任 务的要求不相适应。有的党员干部双带作用发挥不好， 带头致富、带领群众共同致富的能力不强；有的农村基层党 组织软弱涣散，不能成为领导农村发展的核心；个别村甚至 正常的办公地点都没有，成为无办公用房、无办公设施、无 活动场所的三无支部。基层党组织的作用日益弱化，选 举中存在贿选、拉票现象，在村民中缺乏威信，不能成为领 导农村发展的核心；很多村的党员平均年龄在50岁以上， 后备力量严重不足，村中有能力的党员青年都在外发展

4、，留 守者多为平庸之辈。没有优秀的农村基层党组织，新农村建 设无从谈起。（二）村集体经济薄弱、农民增收缓慢。近年来，农民收入虽然逐年增长，但是农产品科技含量低，生产单一，这样农产品生产成本高，价格低，常常是增 产不增收。村民除种地外，以打零工为主，增收缓慢，同时 城乡居民收入差距扩大的趋势没有得到根本改变。农民增收 渠道不宽，农民收入增长缓慢仍然是制约社会主义新农村建 设的最为突出的矛盾。如果不采取有力措施加以解决，将直 接影响社会主义新农村建设的进程。（三）农民的素质偏低、：精神文明建设严重滞后。农民是建设新农村的主体，大多数农民文化程度相对较 低，特别是一些有文化、有技能的农村青壮劳力都在

5、外务工， 留守者以老人或儿童居多，难以承担起建设社会主义新农村 的重担。村民集体观念淡薄，重私利，损人利己现象经常发 生，精神文明建设亟待加强。因此培养讲道德、有文化、懂 技术、会经营的新型农民，已成为推进社会主义新农村建设 的迫切要求。）农村公共设施严重投入不足、农村基础设施相对滞后，生产生活环境很差。由于多年来对农村基础设施的投入不足，导致农村基础设施脆弱，加之农村税费改革，对农村基础设施投入的渠道 变窄。最明显就是农村里垃圾问题，村民历来都是随处乱倒， 村庄周围垃圾成堆，污染了环境和饮用水源。近年来农村水 利建设重蓄轻疏，很多排水设施遭到破坏，雨季很多村 庄发生内涝，影响农业生产。如果农

6、村基础设施相对滞后的 矛盾不解决，发展生产，致富农民只能是一句空话。（五）农村发展的体制性障碍依然存在。随着农村经济的不断发展，各项改革也在不断深化。但 是城乡二元结构仍未彻底打破，土地、资金等影响农村发展 的因素未能得到有效、合理的配置，统筹城乡发展的体制、 机制还没有完全建立起来，新农村建设任务相当艰巨。（六）部分村依赖思想严重。有些地方党的农村基层组织建设落后于农村改革发展 客观形势的需要，党员干部带领群众脱贫致富的能力较弱， 对新农村建设认识不够，对上级的依赖思想较为严重。有一 些干部就像是风车的轮子，推一推就转一转，上级财政给多 少钱就干多少事，不给钱不干事。有的试点村就像个独生子

7、女，而上级就像他们的家长，过于溺爱，要求各相关的部门 支持试点村各项工作，都要给试点村做一份贡献，相关部门 有的给树苗、有的给电脑、有的负责修路、有的负责改水等 等。如公路局参与修路，什么时候修完、质量怎么样，村里 不用操心。上级的参与以及政策、资金的扶持，使有些村级 班子有不思进取、过度依赖的思想。（七）缺乏科学的规划。有的村干部对新农村建设知识了解甚少，对新农村建设 实质认识模糊。他们往往错误地认为新农村建设就只是改善 本村的村容村貌，不考虑本村的经济实力和农民的意愿，盲 目地、一味地搞建设，没有形成科学合理的规划，急于求成。 有的村甚至搞形象工程、政绩工程，以前很好的绿化铲掉了 重新绿化

8、；本来应该先改水后修路，有的村修好了路再刨开; 为了追求速度、抢工期、抢成绩，已经进入冬季了还修路， 结果第二年路面就开裂了。这些行为劳民伤财，有的村因此 欠下了很多债，给农民增加了负担。（八）农民参与少。有的地方在搞新农村建设过程中，忽视了农民这一主 体，广大农民不能参与进来，他们的意愿也就不能得到体现。 有的村新农村规划，包括施工方案，完全是规划部门做出来 的，没有征求农民的意见，没有了解当地的风土人情。这种 做法严重挫伤了一部分农民的积极性，甚至有些农民唱反 调。有些农民认为新农村建设跟自己没关系，村里建啥样是 啥样，没能在新农村建设中发挥他们的积极性、主动性和创 造性。二推进社会主义新

9、农村建设的对策和建议针对以上存在的问题，当前和今后一个时期，推进社会 主义新农村建设必须紧紧围绕党中央提出的建设社会主义 新农村20字方针，全面贯彻党的十七大和十七届三中全会 精神，紧密结合中央一号文件，以促进农业稳定发展，农民 持续增收。（一）拓宽农民增收渠道，促进农民持续增收持续较快增加农民收入，提高农民生活水平，是社会主 义新农村建设的基本出发点和落脚点，要努力拓宽农民增收 渠道，积极探索成立农民持续增收的长效机制，千方百计增 加农民收入。首先是稳定粮食收入，国家应继续提高粮食最 低收购价，并提高农机具购买补贴、良种补贴，广大农村应 充分利用这一有利条件，增加粮食产量提高农民收入。其次

10、针对农村存在大量富余劳动力以及许多有技术、有能力农民 工返乡的情况，积极引导和扶持返乡农民工自主创业，有效 地消化本地富余劳动力，在致富自己的同时实现共同富裕。 与此同时，利用本地有利条件，发展精品农业，特色农业， 也是增加农民收入的重要途径。（二）加强农村基础设施建设，改善社会主义新农村建设的 物质条件尽快改变农村基础设施的滞后状况，是广大农民群众的 迫切要求，是建设社会主义新农村的重要任务，同时也是国 家扩大内需，保持经济平稳增长的有力手段。首先应大力加 强农田水利建设。要加大资金投入，加强农村重点水利工程 建设的实施力度，组织实施好中、高产田的改造，加强大江 大河和重点中小河流的治理，并

11、建成一批大型水利骨干工 程；其次是全面推进农村公路建设，在加大中央财政投资力 度的同时，吸纳社会资金，以切实解决农村公路建设资金不 足的问题。同时应扩大电网供电人口覆盖率，增加农村油气 工程建设投资。与此同时，在当前国家大幅度增加农机具购 置补贴的情况下，应当大力推进农业机械化，提高生产力。（三）培养新型农民，提高农民综合素质农民是建设社会主义新农村的主力军，培养有文化、懂 技术、善、会管理的新型农民，是将农村巨大的人口压力转 化为人力资源的根本途径。一是加快农村教育事业的发展。应大力普及和巩年义务教育，改善农村办学条件，稳定农村 教师队伍。二是加强技能培训。尤其在目前国家引导鼓励返 乡农民工

12、自主创业的情，有针对性的开展就业技能培训，效 果更好，作用更大。三是加强思想道德建设和文化建设。要 认真实施公民道德建设工程，提倡易俗，反对封建迷信；要 加强农村文化基础设施建设，办好农民图、老年活动室等、 满足农民群众多方面、多层次的文化需求。）加强农村基层组织建设，发挥农村基层组织的模范带头作用一是加强农村基层党组织建设，不断增强基层党组织的创造力聚力和战斗力。二是加强农村党员干部队伍建设，进 一步提升农员带头致富、带领群众共同致富的能力。三是加 强农村基层民主建设，健全村党组织领导下的村民自治机 制。实现农民群众的自育、自我管理和自我服务。四是充分 利用大学生村官头脑灵活、眼界开阔，知识

13、面广，思维 活跃的特点，使其在科技致富，科技兴农挥更大的作用。从根本上看，建设社会主义新农村的实质就是实现城 乡统筹发展。建设社会主义新农村是一项系统工程和长期任 务，各地应因势利导、因地制宜，积极探索适合自身实际的 新农村建设之路。通过广泛宣传发动群众，采取切实有效的 措施，开拓创新，强化政府引导，加大帮扶力度，发挥农民 群众的主体作用，不断地加快推进新农村建设步伐，取得突 破。新农村建设是国家新时期对农村工作的方向，也是农民 心中的理想，话再多也是枉然，口号再响也不如做得实在。 在当前国际和国家经济形势下，我们的新农村建设尽管出现 了一些新问题，新情况，但坚信，在党和政府的英明领导下， 我

14、们必能克服这些困难，将中国农村建设得更加美丽、富饶。小组合作学习中存在的问题及对策新的课程标准与教材需要拥有新的教育理念与一定文化 积淀的教师。面对国家对基础教育课程和教材作出的重大改 革，相当的一部分教育管理者和教师思想准备不足，特别是 观念上不适应。在加之以往传统的教学理念和教学模式根深 蒂固，教师在面对新的教学内容和方法时难以有效吸收消 化，甚至一些教师已经习惯了自己以往的教学方式且能有效 的应对应试教育的要求，对新的教学模式存有抵触心理，在 教学实践中出现了一些形式化、表面化和绝对化的现象，阻 碍了新课改的推进和深化发展。目前课堂教学中的小组合 作学习往往存在注重形式，忽视实质，缺乏实

15、效的现 象。结合我校教学实践谈一谈小组合作学习实施过程中遇到 的问题：1、分组随意，分工不明教师分小组时，忽视了学生的个性差异，并没有对学生 进行优化组合。这样的分组具有很大的随意性，更使的小组 合作学习缺乏合理性和科学性。2、任务不清，时间不足教师组织学生开展合作学习时只重视了课堂的花样， 合作学习任务不清，对教学目标吃不透，重难点把握不准，3、小组合作学习安排的时间不足。他们在组织学生开展 合作学习时，将合作问题呈现后，未给学生片刻思考时间就 宣布合作学习开始，不到几分钟就叫停止。学生 回答学习的结果时，根本没有用我们小组有人认为， 有的人认为，最后一致认为是”的方式汇报交流的结 果。而只

16、是说我认为我觉得学生并没有进行 实质性的研究讨论。4、配合不积极，评价不全。有的学生性格内向，很多时 候沉默不语；有的学生基础薄弱，想参与活动却又力不从心； 有的同学基础较好，但不善于争取机会，由此难以形成真正 的合作。教师很少关注那些性格内向、少言寡语的学生，忽略了 对学生所在小组的集体评价；教师偏重于对小组合作学习结 果的评价，忽略了对学习过程与方法的评价。5、小组学习互动的目的就是营造热烈的课堂气氛或教学高 潮，甚至是为了吸引评委和听课教师而做秀的。是迎合新课 标的精神而设置的。公开课、优质课不得不用，平时不用，因为耗时费神。因为小组互动学习要占用教师讲解时间，学 生成绩很难提高。6、过

17、多地安排小组互动的内容和次数，讨论、研究的问 题没有价值。好像非小组合作学习不能解决问题。7、教师的引导、点拨不到位。有限时间内，小组探索不 出答案，总结不出规律。盲目的开展并没有真正意义上的合作，这样的小组学习是 低效的。也给某些学生创造了说废话、做小动作的机会。要 减少讲与听，增加说与做，尝试教与评。提高 小组合作学习的实交攵有该怎么做呢？1、提高教师自身素质。首先更新教育理念，转变自己的 教学方式，才能组织好小组合作学习。2、选择适当的合作学习时机合作学习是课堂教学的一种重要方式，但不是唯一的方式。 教师要根据教学内容、学生实际和教学环境条件等，选择有 价值的内容、有利的时机和适当的次数

18、让学生进行合作学 习。教师要根据教学内容的特点精心设计小组合作学习的问题，为学生提供适当的、带有一定挑战性的学习任务， 不能安排过多的小组合作学习次数和时间，防止随意性与形 式化。2.构建结构合理的合作小组教师在构建合作小组时，应注意结构的合理性。（1）、小组人数要合理，人数太多不利于学生间的交流 和个人才能的充分展示，人数太少也不利于学生间的交流和 互助；（2）、教师应按照学生的知识基础、学习能力、性格特 点的差异进行分组，让不同特质、不同层次的学生进行优化 组合，这样分组不但有利于学生间的优势互补，相互促进， 而且为全班各小组之间的公平竞争打下了基础。（3）、小组成员应是动态的。可以是组间

19、男女生的互换 或流动，也可以是组间某些角色的互换或轮换，还可以按活 动主题的需要让学生进行自由组合。这不仅使学生有新鲜 感，提高合作学习的兴趣，而且还可以改变学生在小组中长 期形成的地位，给每个学生提供发展的机会。4、合理分工，明确职责。（小组内应设小组长、记录员、 汇报员各一名。小组长应选有较强的组织能力和合作意识的 学生担任。小组长的主要职责是对本组成员进行分工，组织 全组人员有序地开展讨论交流、动手操作、探究活动。记录 员的职责是将小组合作学习过程中的重要内容记录下来。汇 报员的职责是将本组合作学习的情况进行归纳总结后在全班进行交流汇报。）教师应根据不同活动的需要设立不同的 角色，并要求

20、小组成员既要积极承担个人责任，又要相互支 持、密切配合，发挥团队精神，有效地完成小组学习任务。5、培养良好的合作学习习惯。一是独立思考的习惯，二 是积极参与、踊跃发言的习惯；三是认真倾听的习惯；四是 遵守课堂纪律和合作规则的习惯。6、营造宽松的学习环境教师要为小组合作学习创设一个民主、和谐、宽松、自 由的学习氛围，尊重和保护学生的参与热情，采用多种形式 鼓励学生尤其是学困生积极地参与活动。同时，教师也应平 等地参与到小组合作学习中去，并对各小组的学习情况及时 地进行鼓励、引导和帮助，让学生充分体会到合作学习的乐 趣。7、提供充裕的合作学习时间。没有一定的时间，合作学 习将会流于形式。因此教师要

21、给学生提供充分的操作、探究、 讨论、交流的时间，让每个学生都有发言的机会和相互补充、 更正、辩论的时间，使不同层次学生的智慧都得到发挥。在 合作学习之前，还要留给学生足够的独立思考的时间，因为 只有当学生在解决某个问题百思不得其解时进行合作学习 才有成效。8、采用多样化的评价和奖励方式教师的评价对激励学生参与活动，提高合作学习质量有 着十分重要的作用，因此教师的评价一定要有鼓励性、针对 性、指导性和全面性。一是重视个人评价与小组集体评价相结合。通过评价促进小 组成员之间互学、互帮、互补、互促。二是重视学习过程评价与学习结果评价相结合。教师除对小 组学习结果进行恰如其分的评价外，更要注重对学习过

22、程中 学生的合作态度、合作方法、参与程度的评价，要更多地去 关注学生的倾听、交流、协作情况，对表现突出的小组和个 人及时给予充分肯定和生动有趣的奖励。总之，小组合作学习是新课程所倡导的一种新的学 习方式，不是学生一朝一夕就能掌握的，需要我们长期不懈 的训练。合作学习在促进学生间的情感交流、互帮互学、共 同提高，发挥学生学习的主动性方面起着积极的作用。教师 应加强研究，努力探索，不断反思，不断提高小组合作学习 的实效性。农村小学英语教学中存在的问题及对策摘 要：由于各种原因，小学英语教学存在许多问题， 师资严重短缺，教学设备不齐全，教学环境差，教学效果不 理想等。农村小学英语教学成为制约农村整体

23、教学水平的瓶 颈。为解决该问题，本文通过做调查访问等一系列手段，从 夕卜部的客观因素和学生自身的主观因素两个方面对该问题 进行分析研究，并结合该领域先驱的意见和建议，提出合理 的解决方案，旨在提高农村小学英语教学水平，并唤起社会 各界对农村英语教育的关注和重视！关键词：英语教育；问题；解决方案；教学水平The Problems in English Teaching in Rural PrimarySchools and StrategiesAbstract: For kinds of reasons, there are many problems in English teaching i

24、n rural primary schools , such as, the problems of teachers, the problems of teaching equipments, the problems of environment and the problems of teaching effects and so on. The level of English teaching becomes the bottleneck of the rural primary schools education quality. For solving the problem,

25、this thesis did a series researches through visiting and checking data, it analyzes the problem from two aspects: the objective factors in external and subjective factors in students themselves, and it combines the observations and recommendations of the pioneer in this field to raises suggestions a

26、nd devotes reasonable solutions. From which the rural English level can be improved and the attention from all walks of life can be aroused to rural English education.Key Words: English education; problems; solutions; teaching level目录1.Introduction 3The problems 42.1The shortage of teaching resource

27、s 4Psychological factors of the student in countryschool 7The problems of effects 7Strategies 8Strengthening teacher training 8Creating conducive study environment 10Strengthening the childrens consciousness.12Cultivating a healthy learning attitude 13Conclusion 141. IntroductionFollowing the inform

28、ation of society life and the globalization of economy activity, English becomes an important tool of the policy that open to the outside word and learning English is the basic requirements of the twenty-first citizen. To meet the needs of the form of development, the ministry of education has decid

29、ed that set up English course in elementary school.The English education in grade school is more and more important and the education scope is wider and wider. However, there are also many problems exist in setting up course in rural elementary school; we are facing many difficulties and challenges.

30、 Such as without good English learning environment and there are not enough regard be aroused in English education in rural elementary school, which lead to the students cant cultivate the good English learning habits and make them have a low jumping-off point.As a result, the countrys English level

31、 common lower than citys. This paper analyses the problems and strategies which existed in the countryside school, gives some suggestions and explores the suitable teaching methods and teaching modes, so that increase the whole countryside English level.2 The problemsAs we all know that the quality

32、of rural area education is an important problem which associates with the future of the mostly part of farmer s offspring. However , there are lacking of excellent teachers, good equipments and good study environment , the rural English level is common lower than the cities. Especially, in the rural

33、 school, English as a new subject in grade school, it is strange with the students and the children attach no importance to it.Even more some teachers have no sense of regard it as a main subject. Some students cant identify the twenty six letters integrated after graduation from grade. Furthermore,

34、 the eligible grade English teacher is serious lacking. Most of them are job transfer or move from high grade English teaching, so they cant give a suitable course to the children. Therefore, the quality of elementary school in rural area is not satisfied and it becomes the bottleneck of countryside

35、 education.2.1 The shortage of teaching resourcesFor the reason of geography and economy, many teachers dont want to go to work in rural area. Whats more, the teaching equipments are also poor. The teaching resource is serious wanted.Language teaching is the communication between the teacher and the

36、 student, teacher is in a dominant position, so the teachers quality influence on the quality of teaching.At present, most of the rural primary school is lacking of English teacher. Most of English teacher are unprofessional or part-time teacher, they didnt accept the professional English language t

37、raining, and even more some of them learned English by themselves. The author do a research in the Lizi elementary school in Zigong Sichuan province, which shows that among 12 classes there are six English teachers in the elementary school, all of them are job-transfer teachers. They are teaching Ch

38、inese, math and high grade English. And another study shows “in six county 382 primary schools, only 1.52 English teachers every school average. Among 498 English teachers, 151 of them are unprofessional, 347 are job-transfer teachers Zhang Xiaoqing,2021:05From the two cases we can find that the rur

39、al primary school is always shortage of quality teachers, most primary English teachers are job-transfer teachers who come from the station of political teaching, art teaching, etc. Large class teaching many class teaching The cross grade teaching is widespread, the English teacher has been busy wit

40、h correcting the exercises, processing the accident, have no sufficient time and energy on textbook, which direct bearing on teaching results. On one side, the teachers have many subjects or grades to teach, they have no enough energy to do some work on the English teaching, which lead to the teache

41、rs teaching and teaching methods are antiquated, the method of teaching English still traditional. Even more some of them often occur in apparent errors in the class. On the other side, the teachers, who transfer from other subjects teaching, they cant understand the English totally, not to mention

42、make the students understand them clearly. And the teachers, who come from the high grade, they command the English more, but they cant acquaint themselves with the childrens Psychological character and cant command their interests. They use the ways that used in high grade to teach the children whi

43、ch make the children understand them difficultly and learning hard, whats more, make the children losing interests in English learning or even boring the subject.Also there are some other problems: the transfer teachers cant understand English very well, and their pronunciations are lacking of stand

44、ardization. Such a corps of teachers could not build up a contingent of high-caliber English talent. Besides, some teachers quality is also not high who treat the student bad or give the student corporal punishment, these interim measures against the students to grasp of English knowledge and improv

45、e the comprehensive standard.At present, many schools in rural areas as financial difficulties for reasons such as English teaching equipment and construction is still unable to satisfy the actual needs. Demonstrate in the following aspects, the multimedia lab, language lab, recorders, teaching in V

46、CD and teaching English teaching equipment and software resources are urgent needed, particularly in remote school, for the economic reasons, the teaching equipments and facilities will be less, and even more a standard language lab are not.In addition, even if there are many schools to configure th

47、e number of English teaching equipments and facilities, but some teachers worry about the waste of time, or teaching method is not flexible, or they cant operate multi-media device, and for economic reasons, in many school, English teaching equipments for a long time idle, the equipments utilization

48、 is very low, and caused a lot of resources wasted.The teaching aids and quantity cant meet the needs of students study. Fundamentally, teaching English is a practical lesson and without teaching aids to implement, comprehensive and improve the quality of instruction is a very difficult. At present,

49、 many schools lack of money, teaching aids and quantity. There are few schools had a lab and audio-visual equipment. This situation led to the students who want all-round in English couldnt gratify . Also restricts the use of English teaching resources.As for language learning, language environment

50、is a very important factor for our students. From the perspective of education ecology, education environment is the center of education and constrains the regulation the occurrence, existence and the development of education . ( Fu Daochun , 1999:6 )However, there are little chance for the students

51、 communicate in English, especially in rural areas, even be no. The classroom is the only chance for them to communicate with English, but because of their professors, in many rural primary schools, the English teachers use Chinese in class. The rural primary school curriculum is not very reasonable

52、 and in a large part of the school there are only two English classes for a week, only forty-five minutes every class. And many schools treat the elementary English as a minor, and the English lessons are often occupied by others in the countryside. In addition, many parents do not know English, not

53、 understand the importance of English, There is hardly pressure from parents and social and lead the learning goal is vague and the English learning is passive.Also, the peasants few use English to communicate, almost nothing. Therefore, the opportunities for students contact English, speak English,

54、 or practice English are rare, they lack of a language environment to study English. And when the children meet problems in learning English, no one can timely guidance. There are more and more difficulties, lead them lose interest in this course at last.2.2 Psychological factors of the student in c

55、ountry schoolCompared with the city children, the students in rural areas generally more timid because of geography and culture factor, and they lack of confidence and fear of criticizing wrong by the teacher, they are talk less. Respond in English, most students do not want to speak; the collective

56、 voice was loud when answer questions, but individual voice little or no answer. This is just dumb English.Because of geography and culture factor, the country students of English on the importance of knowledge are not enough, especially children. Many students of learning English are a junior middl

57、e school, the English classroom as the rest time. Most students think that there is no need to learn English and English is not necessary to be taught. They do not realize that English has gradually into our lives.The New edition of course requests that present stage start elementary school English

58、curriculum New Course Standard of English. The lowest grade to start English is grade three and to guarantee the teaching quality and effect, the higher education department prescribes that there are not less than four times a week. But in many schools the English course is seldom open complete. Eve

59、n with complete course, no good to carry out teaching, which led to the students does not regard English as much as the language of mathematics.As far as the author know, the rural primary schools have English classes very little, and the grade is not unification. Some schools begin the course only

60、in the third grade; other school, grades start in the school at four or five years; and some school start in the sixth form classes in session. Also, the arrangement is not reasonable, in some places for a week is an English lesson and takes it as minor and English to be almost nonexistent. Thus, th