中小学英语教学衔接中的问题与对策

PROBLEMS AND COUNTERMEASURES OF TRANSITION FROM ENGLISH TEACHING IN THE PRIMARY SCHOOL TO THAT IN THE MIDDLE SCHOOL 

摘    要
本文首先指出当代中小学英语教学的重要性，以及中小学英语教学目前所取得的成果和衔接时普遍存在的问题；然后通过笔者的调查和分析，再结合先前学者所作的相关研究具体提出当代中小学英语教学衔接时出现的问题，并分析问题产生的原因。之后引入先进的第二语言教学理论，在理论结合实际的背景中提出解决中小学英语教学衔接中的解决对策。这些对策可以分为两部分，分别针对老师与学生所提。关于初中老师如何采用先进，有效的教学方式来解决衔接问题是所提出的对策中的一大重点。最后提出解决中小学英语教学衔接问题不论是对学生个人还是对国家的整体基础教育都影响深远，并提出论文的不足与设想。

关键词：中小学英语教学；衔接问题；对策与方法

 
ABSTRACT
This paper first points out the importance of the English teaching in primary schools and middle schools now, and the achievements of the English teaching and problems of the transition from English teaching in the primary school to that in the middle school. Then through the investigation and analysis, combined with previous related studies of scholars the author puts forward concrete problems of the transition from English teaching in the primary school to that in the middle school now, and analyzes the reasons. After introducing the advanced second language teaching theories, in the background of combining theories with practice, the author puts forward the countermeasures of the transition from English teaching in the primary school to that in the middle school. These countermeasures can be divided into two parts: the countermeasures for the teacher and students. How about the junior middle school teachers adopts advanced, effective teaching methods to solve the problems is proposed one of the key of the countermeasures. Finally the paper puts forward that solving the transition from English teaching in the primary school to that in the middle school is meaningful both for students and of the whole country’s foundation education. It has far-reaching influence. The paper also points out the insufficiency and insufficient of the thesis.

Keywords：English teaching in the primary school and middle school; problems of the transition; countermeasures and methods
 

 
Contents

1. Introduction    1
2. Current situation of English teaching in the primary school and middle school    2
2.1 The importance of English teaching in basic education    2
2.2 The main problems of English teaching in basic education    3
3. The problems of transitions    6
3.1 The problems of teachers     6
3.1.1 The problems of teaching materials    6
3.1.2 The problems of teaching methods    7
3.1.3 The problems of evaluation forms    8
3.2 The problems of students    9
3.2.1The problems of learning methods    9
3.2.2 The problems of interest in the change of learning    9
3.3 Other problems    10
4. The reasons and the countermeasures    11
4.1 The reasons for these problems    11
4.2 The countermeasures    12
4.2 .1The countermeasures for teachers    12
4.2.1.1 Adopt new teaching modes    13
4.2.1.2 Adopt new evaluation system    15
4.2.1.3 Concern and research students’ psychological changes    16
4.2.2 The countermeasures for students    16
4.2.3 The countermeasures for the society    17
5. Conclusion    18
Acknowledgements    19
References    20

 
1．Introduction

With the development of the society, the knowledge, talent, the national quality and innovation ability are becoming important signs of measures of comprehensive national strength. Foreign language teaching and learning is becoming increasingly important. English, as a main foreign language in China, has achieved much and had great effects in the past years. At the same time, there are lots of problems in English teaching and learning, especially in basic English teaching and learning areas. The transition from English teaching in the primary school to that in the middle school is one of these problems. It means that there appear faults in some aspects in English teaching in the primary school and in the middle school, which cannot make a smooth transition of teachers’ teaching and students’ learning from the primary school to the middle school.
Since 1990s, this problem has been discussed by many scholars, who have been making great efforts to solve this problem. But it needs long time to resolve it. This paper first points out the importance of the current English teaching in primary schools and middle schools, achievements of the English teaching and problems of the transition from English teaching in the primary school to that in the middle school. Then through the investigation and analysis, the author, drawing on previous related studies of scholars, puts forward concrete problems of the transition from English teaching in the primary school to that in the middle school now, and analyzes the reasons. After introducing the advanced second language teaching theories, in the background of combining theories with practice, the author puts forward the countermeasures of the transition from English teaching in the primary school to that in the middle school. These countermeasures are to be analyzed from the perspective of teachers and students. How the junior middle school teachers adopt advanced, effective teaching methods to solve the problems is regarded as one of the key to the countermeasures. Finally the paper points out that solving the transition from English teaching in the primary school to that in the middle school is meaningful both for students and the whole country’s foundation education. It has far-reaching influence.

 2. Current situation of English teaching in the primary school and middle school
    
With the development of the society, foreign language teaching and learning is becoming increasingly important. English, as a main foreign language in China, has achieved much and had great effects in the past years. At the same time, there are lots of problems in English teaching and learning, especially in basic English teaching and learning areas. At the beginning of the 21st century, the ministry of education puts forward an idea of the integration of foreign language education teaching management of primary, middle schools and universities. The transition from English teaching in the primary school to that in the middle school should be made smooth. English teaching in knowledge and ability in middle schools also need a leapt. These will help the students finish junior learning and have a good foundation for English learning in the middle school. All of these are the main problems which should be discussed and solved in teaching process in the primary school and middle school [1]11. And the key to solving these problems is to solve the problems of the transition from English teaching in the primary school to that in the middle school.
2.1 The importance of English teaching in basic education
These days, with information technology as the main sign of the rapid development of science and technology, the globalization of knowledge economy is changing the way of human life and production. The knowledge economy, based on the knowledge innovation, marks an important developing direction of the future of the world. It makes the knowledge and talent, the national quality and innovation ability become an important sign of comprehensive national strength. Education is the basic way to improve the overall quality and creative ability. The foreign language is the main tool of absorbing the human civilization achievements and exchanging with foreign countries. In today’s information society, English and computer technology has been considered indispensable modern basic skills. Foreign language is regarded as a fundamental course in our schools, and it is highly valued. Since the third national conference on education, whether “the education for all-round development project”, or “gardener projects, the foreign language discipline is classified as a key”. Well begun is half done. Therefore, in basic education China has introduced English teaching since Grade 3. It can lay a solid foundation for the students to learn English in the following years. 

2.2 The main problems of English teaching in basic education 
The English teaching in basic education is very important. However, there are lots of problems in English teaching and learning, especially in basic English teaching and learning areas. The transition from English teaching in the primary school to that in the middle school is the key problem. This problem has been discussed by scholars, such as Bai Yuying [2]5,  Han Huihong [3]14-15, Qi Yan [4]128-129 and so on across a wide range of fields. Among the numerous studies, three sections of review can be identified: the disjointed teaching content [5]63, the disjointed teaching methods and the disjointed learning methods.
    
2.2.1 The disjointed teaching contents
Comparing the textbooks in the middle school and those in the primary school, we can find that there is a lot of repeated content in these two kinds of textbooks. In other words, lots of content which has been talked about in the textbook for pupils does appear in the textbooks for students in the junior middle school. This problem can be found in words and sentences. 
Dong Cuicui [6]30 has done some research on it. It shows that there are only 35 words in the textbooks of Grade 7 in the middle school which haven’t been taught in the textbooks for pupils. However, 99 words which have appeared in the textbooks in the primary school are not mentioned in the textbooks for students in the junior middle school. There are only 3 kinds of sentences which the pupils do not know in the 7A textbooks of the junior students. But 7 kinds of sentences which the pupils have studied do not appear in the junior students’ textbooks. 
Thus, there isn’t much new knowledge in the textbooks of the students in Grade 7. How to make good use of these two sets of the textbooks in order to achieve the great effect of teaching is an important problem for the teachers to think about. One of the countermeasures is making the textbooks of Grade 7 in the middle school as the review materials. At the same time, the teachers can explain the phonetic symbols.

2.2.2 The disjointed teaching methods
The content in the pupils’ English textbook is very simple and easy to understand. The teachers always use games, songs, imitations as the teaching methods in class. These make the class full of great interest and vividness and are just fit for the pupil’s age characteristics [7]59. In the primary school, the English teachers usually adopt the visual-fit methods to organize teaching activities. However, there is more content for students to learn in the middle school. They have to know the language materials, grammar and language rules. Because of this, the teachers have to speak more in class since the time is limited. The content is always boring and hard to understand. Less games and vivid activities are arranged in class. 
The differences in teaching methods in the primary school and in the middle school make the students in Grade 7 not adapt themselves to the changes from perceptual thinking to rational one. If the teachers in Grade 7 still use the traditional methods without any creation, it cannot achieve good effects. Students will never think learning English is fun, instead they feel a great pressure.
To resolve this problem, the teachers have to pay much attention to the connection of the teaching methods. Some countermeasures have been discussed: the connection of cultivating students’ active learning skills; the connection of transition from the deliberate attention to the meaning discrimination and remembrance, and so on [8]15-16.