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,the transition of the English teaching from Junior to Senior Schools has greatly aroused the attention of the education department.In recent years,although the issue of consistency of English Teaching have been investigated and studied from many aspects by education experts and English teachers,it still exists.Many students don’t adapt to high school study,particularly English.If a good foundation is not laid in the first year,students’ English study will be badly influenced in the whole high school.This study tries to understand the current situation of the the consistency of the English teaching from Junior to Senior School,and in-depth analysis of the main factors affecting consistency of English Teaching from Junior High School,and on this basis put forward suggestions to solve the transition of the English teaching from Junior to Senior School.Taking the theory of Zone of Proximal Development from Trotsky Constructivism and Metacognitive as the theory bases,mainly using the questionnaires survey method and the interview method,this research carries on the consistency of the English teaching from Junior to Senior School.The following main conclusions are drawn,on the whole,the transition of the English teaching from Junior to Senior School is not suitable,mainly in the new curriculum standards and textbooks,teaching strategy and teaching evaluation,learning psychology and learning strategies.Among them,teaching strategy and teaching evaluation level is the highest,new curriculum standards and textbooks is the lowest.In order to deeply understand the the current situation of the consistency of the English teaching from Junior to Senior Schools.The main problems are as follows.There is a disconnect between junior high school English curriculum standards and teaching materials.Teachers do not pay enough attention to the link between Junior and senior high school English teaching.The teaching evaluation weakens the initiative of learning and high school students are ill-prepared for English learning strategies.The study find the main factors to affect the consistency of the English teaching from Junior to Senior School.The teaching objectives and contents ignore the link between junior and senior high school English teaching.Teachers’ quality of teaching cohesion is relatively insufficient.The evaluation mechanism of English teaching in junior and senior middle schools is quite different.Junior and senior high school students’ learning psychology and learning strategies have changed.For these reasons,the study provides the following four suggestions for the solution of the transition between junior high school and senior high school.Firstly,it is necessary to strengthen the idea of linking up junior and senior high school English teaching and develop consistency resources of junior high school and senior high school through multi-channels to perfect the system design of English teaching link between Junior High School and senior high school.Secondly,by strengthening the link between Junior and senior high school English teachers teaching methods and the training of junior and senior middle school teachers’ teaching ability,we can improve the quality of teaching cohesion between Junior and senior high school English teachers.Thirdly,we should insist on the reform of multiple evaluations,strengthen the process evaluation,play an active role in evaluation to improve the teaching evaluation mechanism to promote teaching consistency.At last,the teachers should help the high school students deepen their interests in English learning,optimize their English learning strategies,and improve the efficiency of classroom learning to enhance the students’ subjective status.By doing this,it can help students smoothly get through the consistency of English Teaching from Junior High school to Senior High School period and lay a good foundation for the following English study.