An Investigation On The Transition Of English Reading Teaching From Junior To Senior High School And Countermeasures

With the continuous reform and innovation of education in China,especially in2014,the State Council and the Ministry of Education issued the Implementation Opinions on Deepening the Reform of Examination and Enrollment System,which marked the official beginning of college entrance examination reform.The new college entrance examination model has been implemented in many regions,and Guizhou province will also implement the new model in 2021.This new change means a newer and higher requirement for English teaching.The proposed annual socialization test also puts higher demands for students’ reading ability,because reading part accounts for nearly 50% of the full score of 150,which determines the success or failure of students’ English.However,students in our school don’t do well in reading.They complain that they did well in reading in junior high school but failed in senior high school.It is easy to understand.Reading teaching and requirements in junior and senior high schools are completely different.Besides,the sudden increasing difficulty of English reading articles made them lose interest.Therefore,the transition of English reading teaching is extremely urgent for English teachers.In recent years,many investigations and researches on it have been conducted by former researchers from many aspects.And some research results were achieved.However,problems still exist.Given this,the author proposed this research.Based on the "Second Language Acquisition" theory,"Zone of Proximal Development",and "Independent Learning Theory",by means of literature research,questionnaires,and interviews,this paper did research into this topic,aiming to answer the following questions: 1.What is the current situation of the transition of English reading teaching from junior to senior high school? 2.What are the results and causes of it? 3.What are the countermeasures?Through the analysis of the questionnaire and interview results,the study suggeststhat teachers need to change their teaching models,broaden their own knowledge,cultivate students’ reading habits and abilities and take full advantage of multimedia in classes.At the same time,the lack of Cohesive textbooks,students’ weak English foundation,low interest,poor reading skills,lack of independent learning ability and other factors also restrict the development of students’ reading ability.This paper proposes countermeasures and suggestions on how to improve the cohesive teaching of English reading in junior and senior high schools from the perspectives of teachers,students and schools.