A Study On Reading Teaching Method Transition From Senior Middle School To College

As one of the main disciplines in basic education, English teaching has always been given widespread attention in academic circles and society. However, when they enter university, maybe most of the students will spend one or two months or even more time to adapt to college English textbooks. Some students even give up learning English, since they cannot adapt to the textbooks.The questions set in the questionnaires mainly focus on the following five aspects: 1) teachers and students’ acquaintance with the senior middle school New Curriculum Reform; 2) teachers and students’ comments on and recognition of their textbooks; 3) a comparison of text teaching methods between senior middle school and college; 4) a comparison of text teaching model between senior middle school and college; and 5) the teachers and students’ feedback about text teaching results in both stages.The entry which is college English teaching and the connector which is senior middle school English teaching are two stages that should be an organism. In teaching,not only its completeness and integrity should be considered,but also each of its stages and the transition from one stage to another, in order to make a smooth transition between stages. The Senior English and College English teaching should not be excepted from it. However, they are separated by people either consciously or unconsciously, which may produce a negative effect on the overall management of English teaching in China, and prevents the smooth teaching transition from Senior middle school English to College English.In this thesis, such research instruments as questionnaire surveys, interview and documentary comparison are used in order to explore how to realize a smooth text teaching transition from senior English to college English. The questionnaire is carried out among a certain amount of senior middle school students and some college students, together with their English teachers. The questions set in the questionnaires mainly focus on the following four aspects: teachers and students’ comments and recognition of their textbooks; a comparison of text teaching methods between senior middle school and college; a comparison of text teaching model between senior middle school and college; and the teachers and students’ feedback about text teaching results in both stages.Through summarizing the results of questionnaires, the author has discussed the difference in English text teaching methods between senior middle school and that of college. Through target-oriented interviews, the author became aware of the students’ recognition of their English textbooks, and developed an acute understanding of the present situation about today’ English text teaching in both senior middle school and college. Through analyzing knowledge input and skill-training directions and comparing the difference of compiling methods and degree of difficulty of textbook compilation, the author has discovered some problems in teaching materials and text teaching methods at both stages. Through the above analysis and discussion, the author tries to find out the obstacles in achieving a smooth transition in text teaching, and has put forward some advice to help students better adapt to college English text learning. The author also explores how the teachers can gradually revise their English text teaching methods, hoping to contribute to developing a more suitable learning strategy in the first-year college English learning, and also to offering some useful advice to realize a smooth and efficient transition between senior middle school English text teaching and college English text teaching.