A Study On Consistency Of English Teaching From Junior High School To Senior High School

With the reformation and development of English education in China,Consistency of English Teaching from Junior High School to Senior High School hasgreatly aroused the attention of the education department. In recent years, althoughthe issue of Consistency of English Tteaching have been investigated and studiedfrom many aspects by education experts and English teachers, it still exists. It is saidmany students don’t adapt to high school study, particularly English. If a goodfoundation is not laid in the first year, students’English study will be badly influencedtwo years down the road. In view of this current research situation, an attempt is madein this paper to solve the following three questions:1) What problems are there inConsistency of English Teaching from Junior High School to Senior High School?2)What kind of influence does problems of Consistency of English Teaching fromJunior High School to Senior High School have on students and teachers?3) Whatmeasures can we take to make effective Consistency of English Teaching from JuniorHigh School to Senior High School? This paper is based on real data and combinedwith the real situation of English teaching from Junior High School to Senior HighSchool. So, the practicality of this paper is very strong.The paper aims to discuss Consistency of English Teaching from Junior HighSchool to Senior High School mainly based on the theory of "Zone of ProximalDevelopment" from Vygotsky, Non-intelligence factors on study. In order to find outthe problems and solutions of Consistency of English teaching from Junior HighSchool to Senior High School, it studies Consistency of English teaching from JuniorHigh School to Senior High School from five aspects: the teaching material, teachingand studying in English class, teaching resource, English studying surroundings andlearning motivation as well as evaluation mainly using a questionnaire investigation.The study selected teachers and students in grade one in Huantai No.1middle schooland teachers and students in grade four in Huantai Experiment School as the researchobject.131students in grade one from class17and class18in Huantai No.1middle school and14English teachers in grade one helped the author complete theinvestigation of the Senior High School teaching.118students and17Englishteachers in grade4assisted the author in completing the investigation of the JuniorHigh School English teaching.The paper can be divided into five parts. The first chapter is a literature reviewdelimiting the concept of Consistency and analyzing the current research and studyabout Consistency of English Teaching from Junior High School to Senior HighSchool at home and abroad in detail. The second chapter is the theoretical basis. Thetheory of "Zone of Proximal Development" from Vygotsky and Non-intelligencefactors on study are the theoretical basis of this paper. The third chapter is the studydesigns, including study problem, method, and processes. The fourth chapter aims todiscuss the results of the questionnaires. Problems existing in Consistency of EnglishTeaching from Junior High School to Senior High School are surveyed andsummarized based on the analysis of the questionnaires gathered from Junior andSenior high school English teachers and students. The fifth chapter gives suggestionsfor the problems existing in Consistency of English Teaching from Junior HighSchool to Senior High School.Based on the data, the survey finds the main causes of problems of Consistencyof English Teaching from Junior High School to Senior High School: the bigdifficulty span between Junior High School and Senior High school’s Englishtextbooks, increasing class capacity as well as the lack of classroom activities, thereduction of the quantity and type of extracurricular tutoring resources, the decreasingcommunication between teachers and students, students’ non-adapt to self-study andgetting along with teachers and classmates and lack of evaluation methods. Throughthe analysis of the questionnaires, the following solutions are presented. Firstly,Teaching material should be used reasonably and time should be given to students toadapt to Senior High School textbooks. Secondly, teachers should adjust the capacityof the class based on students’ actual ability and at the same time, pay attention to thediversity of teaching methods and class activities. Thirdly, teachers should increasestudents’ extracurricular material, and maximize the role of extracurricular information. Fourthly, teachers should have more communication with students andguide students to form their own learning methods and also pay attention to thedevelopment of students’ physical and mental health. Fifthly, in order to help studentsget through the period of adjustment, teachers should use evaluation methods widelyand make use of the influence motivations have on students’English study.In short, this paper attempts to find the problems in Consistency of EnglishTeaching from Junior High School to Senior High School, then provide the teachersand the students with some relevant suggestions, and at last help students smoothlyget through Consistency of English Teaching from Junior High School to Senior HighSchool period and lay a good foundation for the following English study. But due tovarious factors this paper still has some deficiencies, so further guidance and advice isexpected from experts and teachers.