Correlative Study On English Syllabuses Between High School And University

English teaching should be an organism. In teaching, not only its completeness and integrity should be considered, but also each of its stages and the transition from one stage to another, in order to make a smooth transition between stages.High school English teaching and college English teaching are the two phases of the whole English teaching process. Being inseparable from each other, they are of interdependency, constraint, supplement and complement. High school English teaching is the prerequisite, condition and preparation of college English teaching, and college English teaching is the extension and the development of high school English teaching. Any intention to consider and separate them isolatedly would be extremely wrong and unacceptable.The differences between high school teaching and college teaching make both teachers and students doubtful and confused on the aspects of aims, strategies, contents, methodologies, and evaluation systems of teaching and study.In order to find the breakthrough to solve the problems and provide a valuable source of reference for practical teachers and educators, the information for the decision-making of educational administrative departments and the impetus for a streamline English language teaching system, this thesis tries to inspect this problem from a new perspective—the teaching syllabus.The thesis points out the current problems in senior and college English teaching first. The significance of the study is proposed by means of recognizing the differences between them. It focuses on the syllabus and sets out to study the phenomena from the root. It introduces the development of senior and college English syllabus as the background to make comparisons between the Senior High School English Standards and College English Curriculum Requirements on different levels in detail. At the same time, the author has made an interview with some teachers who are in charge of English teaching in two different stages in order to sum up experience, which will give teachers clearer ideas about the connection and requirements of senior and college English. In this way, teachers will know more about their teaching tasks.At the end of the thesis,14 pieces of advice on 4 aspects such as teaching concepts, methodologies, contents and evaluations are provided. That is, in the hope of helping high schoolteachers improve their teaching patterns, deepen the reform of teaching and enhance the construction of the new curriculum. Also these suggestions can be used as the references for college teachers in the process of teaching.