A Research On English Teaching Transition Between Junior Middle Schools And Senior Middle Schools

In the elementary education stage,the goals of English curriculum are divided into nine levels in the “Compulsory Education English Curriculum Standards” and the “Senior Middle School English Curriculum Standards”.And in the stage of senior middle school,the overall goal of English curriculum is that students should further identify the English learning goals,based on their English learning in primary school and junior middle school;develop their ability to learn independently and to learn cooperatively;form effective English learning strategies that is suitable for their actual situation;more importantly,develop their comprehensive applied ability of this subject.However,due to the difference in teaching materials,teaching methods and so on between junior middle school and senior middle school,many grade one students of senior middle school who have just entered the school feel it difficult to adapt to senior middle school English learning,which decreases their interest in learning English and has bad effects on their English grades.Generally,these problems are caused by the improper English teaching transition between junior middle schools and senior middle schools.Therefore,how to let grade one students of senior middle school adapt to English learning as soon as possible has been a common topic for researchers and senior middle school English teachers.Based on the above cognition,the thesis is to solve two questions as follows:1.What problems do exist in the English teaching transition between junior middle schools and senior middle schools?2.What are the reasons for these problems?The ways of questionnaire and interview are used in the research.And grade one English teachers and students in Xinzhou No.1 Middle School are selected as the research subjects.254 grade one students in Xinzhou No.1 Middle School and 6 English teachers are involved in the experiment,aiming to understand the actual situation of the current English teaching transition between junior middle schools and senior middle schools.The SPSS17.0 is used to allocate and analyze the relevant data.Under the guidance of constructivism learning theory and zone of proximal development,the results show that the current situation of English teaching transition between junior middle schools and senior middle schools is not optimistic.The results are as follows.Firstly,some grade one students are incapable of adapting to senior middle school environment and English learning.And some of them are afraid of difficulty and are lazy in learning English.Secondly,senior middle school English teachers are not familiar with English textbooks of junior middle school and its syllabus,and their teaching ideas and teaching methods are different from that of junior middle school English teachers.Thirdly,the difficulty of senior middle school English textbooks increases,and there are some differences in the layout of English textbooks’ contents,the number of new words and so on between these two stages.The author hopes that the problems and reasons existing in the transition of English teaching between junior middle school and senior middle school will be shown through this research.After that,the corresponding suggestions will be given to help students reduce their uncomfortable and pass the stage of English teaching transition smoothly.