The Research On Transition Of English Textbooks From Senior High School To College

In the past 20 years, China's college English teaching have great development on teaching materials, teaching methods, and teaching environment. The rapid development of social and the increasingly accelerating globalization set the new request to Chinese talent's diathesis and ability and also give a big challenge to college English education. English is not only a communicative tool; it can also promote the competitive power in the country's process of internationalization. The Chinese college students still have the phenomenon of "time-consuming and inefficient" to study English. Students still can not be more fluent in English expression and communication with English, the students is still "did not understand to English, can not tell English, can not writing in English". This is a main reason long plagued for English teaching in China. There have many reasons causing College English teaching's "time-consuming and inefficient", which main reason is inappropriate transition of English textbooks from Senior High School to College. This research aimed to investigate the problems that exist in the transition of English teaching textbooks from high school to college, and to improve college teaching and learning.This paper analyzing the Senior High English textbooks and the College English textbooks, and find the problems on transition of English textbooks from Senior High School to College. This paper makes 15 questionnaires that are answered by two hundred students of grade one from different College in Wuhan. When they enter university, most of the students will spend one or two months or even more time to adapt college English textbooks. It is a pity to use such a precise time to adapt new textbooks. Some students even give up English learning, since they can not adapt to the textbooks. According to data analysis, it is found several aspects may lead to the divergence between high school textbooks and college textbooks. Firstly, college textbooks are diversified, but most of high school textbooks are published by NSEFC. Compared with the latter, the content of the former is harder. Secondly, students' learning attitude. Since English is one of the three major subjects (English, Math, Chinese), students have to pay a lot of time to learn English. However, when they enter university, English subject is being classified as general course, and the class hour is being cut. Beyond that, the textbooks are more difficult than before. So many reasons result in the change of students'attitude to English. Their interests decrease day by day. Thirdly, problems may occurs when teachers using textbooks. Many teachers do not familiar with the text books; some even do not clear about the teaching subject. Since high school and college are separate from each other, the teachers have no time to communicate. At the end of this thesis, some feasible suggestions on the connection between high school textbooks and college books are suggested. Such as, review and teaching new content can go hand in hand when teachers giving classes, or strength the cooperation and communication with high school teachers.