The Inlfuence Of Deficiency In Junior-Senior English Transition On Tenth Graders And Countermeasures

Junior-Senior English transition has already attracted widespread attention, andmany experts and scholars are exploring how to solve the problem from differentangles. However, for various factors, many schools lack the necessary transition atpresent. The study has planned to solve the following problems:1) What deficiencies are there in Junior-Senior English transition?2) What difficulties do students of grade10 meet in their study? And why?3) How can teachers make an effective transition in teaching?There are different characteristics of the psychological development betweenjunior middle school students and senior high school students, so students havedifferent study styles. Therefore, teachers should help them find proper methods toadapt to the study of senior high school education. The study, mainly based on thetheory of "Meaningful Learning" from Ausubel and the theory of " Zone of ProximalDevelopment" from Vygotsky, aims to discuss how to complement the transitionteaching between junior middle school and senior high school by investigation andanalysis from the angles of pedagogy and psychology.In order to better understand the influence of deficiency in Junior-Senior Englishtransition on the tenth graders, this study adopted the following methods:questionnaires and interviews. The author selected the students of five classesrandomly from the No.1 Middle School of Juye and 50 teachers from No.1 MiddleSchool of Juye and Middle School of Juye as interviewees, attempting to find out theprevailing problems and countermeasures under the background of the newcurriculum reform. In order to discuss how to complement transition teaching,the author did teaching experiments in her two classes, one of which was anexperimental class and the other a reference class. By investigation, the author hasfound there are deficiencies in the following aspects: teaching methods, learningstrategies, teaching contents，teaching materials and so on. These deficiencies haveadded to student hardship and frustration during Junior-Senior English transition. Sothey can’t adapt to the new environment. The results of the study suggest that the Junior-Senior transition teaching is notonly necessary but also practical. It contributes to improving English teaching. Thestudy has found there are many limitations in transition teaching, for example, owingto different levels of English, it is difficult to take care of each student’s individualdifferences during the process of transition teaching. The study attempts to discusshow to improve transition teaching in proper ways. The author hopes that the studycan benefit other teachers of senior high schools and that it can be useful for theirteaching.