introduction

The promulgation of the 2022 version of the "Compulsory Education English Curriculum Standards" marks the implementation stage of English curriculum construction, emphasizing the cultivation of deep learning and core competencies. At the same time, it is pointed out that the English textbooks currently used in primary schools need to adapt to the new curriculum standards, especially in rural areas where teachers face many challenges. The article takes PEP textbooks as an example to analyze the problems in English teaching in rural areas, and explores strategies for deleting, supplementing, and integrating old textbooks in teaching practice.

The main problems faced by the implementation of primary school English curriculum in rural areas at present

Through research and follow-up visits, three major problems in the implementation of primary school English curriculum in rural areas have been revealed: insufficient class hours leading to incomplete teaching of textbook content, heavy teaching tasks for teachers making it difficult to pay attention to individual students, and exam oriented teaching lacking in the cultivation of students' core competencies. Specifically, it is difficult to complete the textbook content with 2 class hours per week, teachers have to undertake multiple class teaching due to insufficient teaching staff, students' family education is lacking, teaching design is standardized, teaching methods are outdated, and there is a lack of understanding of the new curriculum standards.

Strategies for Using Old English Textbooks in Rural Primary Schools under the Background of the New Curriculum Standards

Explored strategies for effectively using "old textbooks" in primary school English teaching in rural areas under the background of the new curriculum standards. Firstly, the concept of "reducing textbook sections" was proposed, which means that teachers should clarify the necessary and optional content in textbooks based on students' actual levels, and flexibly handle the optional parts to meet students' needs. For example, some textbook content can be simplified or discarded, or used as self-study tasks after class, while utilizing classroom time for continuous silent reading to enhance students' reading interest and ability.

conclusion

Textbook writing should follow the principles of fun, flexibility, and openness, leaving room for teachers to independently choose and adjust teaching content. Faced with the gap between the "old textbooks" and the new curriculum standards, teachers should view textbooks as open resources based on the correct views on textbooks and learning materials. During the transitional period when the new textbooks have not been put into use, English teachers in rural areas can break through the constraints of textbooks, creatively design teaching activities, implement the task of cultivating students' moral character, and cultivate students' core literacy by abandoning the selection section, adding thematic context and resources, and integrating teaching units.