A Study On The Application Of The School-based Textbook In The Transition Period English Teaching From Junior Middle School To Senior Middle School

With the wide application of English,English education has been paid more and more attention.In China,English education has formed a complete English education system including primary school,junior middle school,senior middle school and university.Among these different stages of education,senior middle school English education not only undertakes junior middle school English education but also makes students lay a good foundation and prepare for their higher professional education.Therefore,senior grade one is an extremely important stage as the students’ adaptation to this stage directly affects their individual growth,personality shaping and learning situation of the whole senior middle school.However,many junior middle school students are not accustomed to English learning after entering high schools.They can’t get into the state of English learning in senior middle school quickly.They are full of fear about English learning in senior middle school and have little interest in learning.Worse still,some students with good English scores in the senior middle school entrance examination performed badly in English in senior middle school,let alone those students whose English was poor before.As a result,some English teachers also feel anxious and have no confidence in teaching senior grade one students.The main reason is the knowledge gap in English teaching between junior middle school and senior middle school.In response to this problem,many domestic experts,scholars and front-line teachers attach great importance to it.They have studied the transition from junior to senior middle school English teaching from various perspectives,such as pedagogy and psychology,and put forward many practical strategies and methods.The English teachers in the school where the author works also feel that many students cannot adapt to senior middle school English learning in their teaching process.In order to solve this problem,teachers are also trying various methods to arouse students’ enthusiasm for English learning so as to let students get through this special transition period successfully.Among them,four teachers(including the author)in the teaching and research group of the school where the author works have developed a school-based textbook An English Transition Knowledge Manual for Senior Grade One Students according to the school’ and students’ conditions here,aiming at helping students carry out effective English transition from junior middle school to senior middle school,in order to let them adapt to English learning in senior middle school as soon as possible,develop good English learning habits,and at the same time,lay a solid foundation for their three-year study in senior middle school.Based on the cognitive-developmental stage,zone of proximal development and constructivism theory,this study systematically combs the domestic and foreign studies on the application of school-based textbooks in English teaching transition from junior to senior middle school.On this basis,the author chooses the grade one students and English teachers of a senior middle school in Xining as the research objects of this experiment for 12 weeks.Among them,there are 323 students in classes 1-6 as the experimental group using the school-based textbook for teaching transition at the beginning of the semester while another 318 students in classes 7-12 of senior grade one as the controlled group not using the school-based textbook for teaching transition.Therefore,this study mainly answers the following three questions:(1)What are the English learning difficulties(demands)of senior grade one students before the teaching transition?(2)Can the self-compiled school-based textbook meet the demands of senior grade one students in the transition period English teaching?(3)What effect does the school-based textbook have on students’ interest in English learning after using it in the transition period English teaching?Questionnaires,tests,classroom behavior observations and interviews were used to collect the data before and after the experiment in this study.Besides,SPSS software was used to analyze the collected data,the results show that the expected results have been achieved by using the school-based textbook in the experimental classes.The conclusions of the experiment are as follows:(1)The main demands of senior one students in English learning are: the knowledge of vocabulary & syntax and senior middle school English problem-solving methods;(2)The school-based textbook used in transition period English teaching from junior middle school to senior middle school can meet the senior grade one students’ demands on vocabulary and syntax of English learning in this school;(3)The students’ interest in English learning is greatly improved after using the school-based textbook in transition period English teaching from junior middle school to senior middle school.Based on the above research,some pedagogical implications have been put forward in the thesis.Firstly,teachers should know students’ English learning demands in time.Secondly,compile the school-based transition textbooks suitable for students’ demands.Thirdly,make micro-lessons of teaching transition lessons to facilitate students to learn actively and automatically at any time.At the same time,according to the problems and shortcomings in the experimental process,the author puts forward some corresponding suggestions for further related research.