【導讀】20xx年秋季，鄉(xiāng)鎮(zhèn)所在地小學逐步開設英語課程。始年級一般為三年級。各省、自治區(qū)、直轄市教育行政部門可結合實際,確定本。城市英語教學教育活動早在恢復高考。了全面的，系統(tǒng)化的發(fā)展與提升。由于起步晚,農村孩子在英語學習上弱于城市。解方面都有待得到進一步的提高。當農村的孩子進入大學后，和城市的孩子相競。爭時，這種劣勢就會更加地明顯地顯現(xiàn)出來，就造成了所謂的“啞巴英語”。

　　

【正文】 f teachers in rural areas. Of course, this is also a big problem of the plagued rural education. In most business area the economic was developed flow, the flow of teacher’s staff also directly affects the construction of teachers in rural areas. 2. Students’ Factors Rural students have no interest in English learning mainly have two reasons: First, under the influence of parents39。 traditional ideas。 second, influenced by the teachers of the traditional teaching methods. English as a foreign language, especially for the children growth in rural, a new language should have the new teaching mode, which is different from the traditional way of learning Chinese. However, in actual teaching activities, rural English teachers still adopt traditional teachercentered teaching mode, the beaten track, wouldn39。t or couldn39。t to explore and try new teaching 12 methods. At the same time, English teaching activities, can not arouse students39。 interest in learning English. However, children live in urban tend to be more interested in new things, First, they have more willing to accept different challenges。 Second, they bred a petitive atmosphere since they was a child, they always try to do better than others。 These two reasons make English learning atmosphere very positive in the urban, children have a greater interest in learning English. From the gap between urban and rural children can easily see the difference reasons for their interest in English learning. From the different primary school class quality of parison students start in primary school, there is no pressure. In the urban primary school more pay attention to the quality education of children, in addition to the quality of basic education, not only pay attention to students expertise, but also to teachers are asking to have teacher39。s ethics construction and scientific research activities. And rural elementary school has put qualityoriented education in an important position, but pared with the urban, the content is single. The rural primary school to carry out many activities and be deputy for each lesson vice real. Urban students from primary school began to have English. For some remote parts of the rural students is the basic impossible, where students may have never touched a puter of this English learning tool, only on television, the picture is seen. So the starting points for students were differing. IV. Some Strategies for Balancing the Urban and Rural English Education First we should create a good learning atmosphere to build the students confidence of learning English. Then the teacher and school should propaganda the importance of learning English to students. Only if the students know the importance of learning English, so they would build the learning direction and they would learning English carefully Second in schools, the school should start much more activity of English such as the English corner. To stimulate the students’ enthusiasm of learning English 13 Then the country should increase the investment of the education in rural areas. And the rural government shouldn’t only use the investment from country to build much more buildings。 the investment should also use to buy much more learning books in the school library. Then the country should pay attention in the investment supervision, to make sure the money was used in right ways such as to improve the rural schools’ conditions and teaching levels. Use variety of ways to make sure the daily teaching demand Last is to help the parents to build the right concepts of education in minds. The school could make the students and their parents to learning English together, let the parents experience the fun of learning. And the parents would see their children was enthusiasm and serious in learning English. So the parents in rural areas would change their mind of learning English, and they may encourage their children to learning English. Ⅴ . Conclusion In education process there are some educational problems. But the education quality is the key to the success for a child. Children are the hope and future of our country. So we should pay more attention to English education, especially the child English education in rural areas, offering rural children more opportunities to have better facilities in learning English. It is clear that there are obvious gaps between urban and rural English education in primary schools. Rural English teaching should be improved urgently, which needs local people’s awareness and input from the government. With the objective conditions can not be changed very fast, the rural teachers, parents and students should change their traditional ideas on English learning. 14 Bibliography 陳敬普著《農村教育發(fā)展水平的質量評價研究》 胡春洞 . . 英語 教學法 . 高等 教育 出版社 何克勇 . 民族 高校 英語 教學研究 . 北京中央 民族 大學出版社 . 何亞娟《中國區(qū)域教育公平問題研究》 馬寅初 . 實用 英語 教學論 . 湖南師范大學出版社 . 潘玉君 羅明東 方杏村 武友《區(qū)域教育發(fā)展及其均衡對策研究》 吳春霞 . 城鄉(xiāng)義務教育經費差距演變與影響因素研究 . 教育研究， 許錫良《我們是怎樣誤解了鄉(xiāng)村教育》 余華東 . 從農村師資狀況透視城鄉(xiāng)教育的差距 . 湖北民族 學院 學報 論文題目： 中國城鄉(xiāng)英語教育差異 作者： 趙睿 班級： 外語系 20xx 級翻譯 1 班 指導教師： 王瑞敏