A Study On The New Curriculum-based Transition Of English Text Teaching From Senior Middle School To College

This thesis is focused on how to smoothly transit from senior middle school English textteaching to college English text teaching. By analyzing the factors which prevent a smoothtransition in English text teaching from the senior middle school to the college, the authorattempts to provide a better solution to achieving an effective transition from the former to thelatter.In this thesis, the author uses such research instruments as questionnaire surveys, interviewand documentary comparison to explore how to realize a smooth text teaching transition fromsenior English to college English. The questionnaire is carried out among a certain amount ofsenior middle school students and some college students, together with their English teachers.The subjects of the questionnaire involve 130 senior middle school students, 130 freshmen, 16senior middle school English teachers and 21 college English teachers. The questions set in thequestionnaires mainly focus on the following five aspects: 1) teachers and students’acquaintance with the senior middle school New Curriculum Reform; 2) teachers and students’comments on and recognition of their textbooks; 3) a comparison of text teaching methodsbetween senior middle school and college; 4) a comparison of text teaching model betweensenior middle school and college; and 5) the teachers and students’feedback about text teachingresults in both stages.The research attempts to answer the following five questions:1. What’s the college freshmen’s recognition of the English text teaching in their first-yearcollege English learning after NCR? How well can they adapt to it?2. What are the freshmen and their teachers’comments of the texts in their textbooks?3. In terms of knowledge input, skill-training aims, texts compiling method and their degree ofdifficulty, what are the differences between senior middle school English texts and collegetexts?4. In terms of methodology and teaching model of English text teaching, what is the differencebetween senior middle school and college?What influence does the college English textteaching model have on the freshmen’s first–year college English learning? 5. What are the problems in the third-year English text teaching of senior middle school? Whatmeasures should freshmen teachers take in order to achieve a better transition from seniormiddle school English text teaching to college English text teaching?Through summarizing the results of questionnaires, the author has discussed the differencein English text teaching methods between senior middle school and that of college. Throughtarget-oriented interviews, the author has been aware of students’recognition of their Englishtextbooks, and has grasped the present situation about today’s English text teaching in bothsenior middle school and college. Through analyzing knowledge input and skill-trainingdirections and comparing the difference of compiling methods and degree of difficulty, theauthor has discovered some problems in teaching materials and text teaching methods at bothstages. Through the above analysis and discussion, the author tries to find out the obstacles inachieving a smooth transition in text teaching, and has put forward some advice to help studentsbetter adapt to college English text learning. The author also explores how the teachers cangradually revise their English text teaching methods, hoping to contribute a bit to make a moresuitable learning strategy in the first-year college English learning, and also to offer some usefuladvice to realize a smooth and efficient transition between senior middle school English textteaching and college English text teaching.This thesis consists of the following eight parts:In the introduction, it generally introduces the contents, aim, significance and the structureof the thesis;Chapter One is literature review, it analyses and summarizes the present researchesconcerning how to do well in the transition between senior middle school English text teachingand college English text teaching. Through these analyses and summaring, the author has beenaware of the present situatuation and researching trend about this topic, and has learned someprecious experiences from them.Chapter Two is theoretical basis. In this chapter, the author first makes a comparisonbetween the eighth grade requirement in the National Senior English Curriculum Standard andthe fundamental-period teaching requirements in the College English Curriculum TeachingRequirements. Then the author briefly introduces some relevant teaching theories which are ofgreat significance, such as Krashen’s Input Hypothesis, learning theory of constructivism, andthe discourse teaching model. And what’s more, the author analyses why these theories are chosen as the theoretical basis.Chapter three is research methods. It introduces that the research methods of this thesis arequestionnaires, documentary comparison and interviews, and the research process is brieflyintroduced.Chapter Four is researching results and analyses. In this chapter, the author summarizes theresearching results and accordingly discusses the reasons influencing a smooth transition fromsenior middle school English text teaching to college English text teaching.In Chapter five, the author analyzes the language points and skill-training requirementspresented in the English texts of both stages, hoping to explore whether the English textteaching transition between the two stages are scientific from the perspective of text compiling.Chapter Six is based on the above chapters. It explicates some measures which can betaken to promote English text teaching transition from senior middle school to college and hasput forward several pieces of corresponding advice.Part eight is conclusion. The author makes a summary on research achievements anddraws a conclusion, and furthermore, the author points out the deficiencies in this research，andmakes some proposals about future research towards this topic.