Through careful reading of previous studies, I find that when we study English vocabulary teaching, we often use ways of literature analysis, questionnaire survey, interview and classroom observation。 The ideas and suggestions put forward by predecessors in the study of English vocabulary teaching are wonderful, but I think there are still some shortcomings。 For example, some authors bring subjective opinions into the investigation, such as Guo Biyu thinks that the teaching methods of rural teachers are backward and single, and the solutions put forward later are also focused on the improvement of teachers' personal qualities。 She did not take the students’ attitude towards learning as one of the important factors for investigation。 Meanwhile, a lot of research on English vocabulary teaching hasn’t focused on rural middle school students。 What’s more some of the teaching strategies proposed do not combine the physical and mental characteristics of rural students。 So  may not have much effect。

3。 Analysis of vocabulary teaching in middle school in rural-urban fringe zone

In this chapter, the author introduce the interview of 5 teachers in Su Yu experimental middle school and founds of class observation。The author analyzes vocabulary teaching and learning in rural junior middle school from the perspective of the situation of English vocabulary teaching, some problems existing in English teaching and importance of English vocabulary teaching in the period of rural junior middle school。

3。1 Situation of English vocabulary teaching

Though the interview with 5 teachers in Su Yu experimental junior middle school the author learned that many teachers in rural middle schools are not familiar with computer operation, many teachers they have no idea to create beautiful PPT, even there are provided template they won’t wiling to spend much time on making the appropriate adjustment according to the content of the textbook。 They considered it is too troublesome。 80% of teachers in the class are using traditional blackboard writing combined with explanation to teach。 When it comes to the open class part of teachers choose to use multimedia in class。 They told the writer it is common to see that conditions in rural middle schools。 And most teachers think that children in rural middle schools have poor foundation, and there is no need to pursue the persity of classroom , it is better to let them pay more attention to content。

The author took 4 classes at random to observe and summarize the teaching situation。 In these 4 class observation, only one teacher used PPT to teach in the open class。 But the patterns of 4 teacher's class are basically the same。 First, take a few minutes to review and test the knowledge of the last lesson, and then start teaching the new lesson。 After that, take a few minutes do some exercises about the topic of the new knowledge。 By contrast, the classroom effects of using PPT and without PPT are obvious。 It can be seen that students are more interested in receiving pictures and audios rather than blackboard writing or dictation。 Participation is higher too。

3。2 Problems in English vocabulary teaching 

English syllabus mainly requires teaching from four perspectives: listening, speaking, reading and writing in different levels。 Each unit has specific requirements, but in the concrete teaching some teachers teach at random and not sure they can make the students understand which words only remember, which is to be able to listen, speak, or read。 (Chen Zhang 7)It enables students to learn not clearly training of thought, learning task is heavy。 Often reading articles will see new words and make ability to doubt, which causes the article can’t go down and choose the answer。 It is easier to produce anxiety which is often not recognized with familiar words, and see the word is a headache。 This kind of teaching method does not follow the teaching idea of “attaching importance step by step, focus the quality mainly”。