Primary-secondary Transition And Hierarchical English Teaching

The problem of English transitional teaching from primary school to secondaryschool has become increasingly prominent in recent years. Due to the non-uniformobjectives of setting up English courses and standards of carrying out correspondingteaching at primary schools in different regions, it is nine chances out of ten that thefirst year secondary school students take on a certain differentiation in their Englishlearning from the very beginning when they enter secondary school, and the situationbecomes worsening along with their in-depth study. The source of students of eachclass is complex along with the reform of enrollment system and the increaseenrollment of middle school in recent years. First, the types of the enrolled students arecomplex: the same class is composed of different types: self-supported students,government-supported students, the students come from different districts and counties,or from suburban counties, or even from other provinces, the students with permanenturban residence certificates, the students with rural registered permanent residences,formal students, selecting school students, resident students, non-resident students, etc.The huge difference among the first year secondary school students in their learningmethods and habits as well as their English performance has become a real headachefor English teachers in our school. How to narrow the gap of the huge differencesamong fresh junior one students and prevent the polarization of junior two and juniorthree students in grades and study attitudes? To deal with this problem, this paperpointed out that one of the effective ways is to find a good English transitional teachingfrom primary school to secondary school through the method of hierarchical teachingduring the golden period: the first year in secondary school which lay a solid foundationfor junior two and junior three. However, throughout an extensively literature fromhome to abroad, there are few effective researches on the English transitional teachingfrom primary to secondary school. Without too many former research results to consult,this research starts from the perspective of the connection between the primary schoolEnglish and the first-year secondary school English, with an attempt to apply thehierarchical teaching strategies to weaken the polarization in the future English learning.Currently, China is positively pushing its reform in education. I take advantage of suchan opportunity to carry out a case study of this topic through referring to literatures athome and abroad and sampling110first-year secondary school students from XishanSchool of Kunming No.1High School. In the implementation of the teaching plan ofthis research, two different teaching methods used in two classes. As a consequence, theresult turned out to be quite different, and it became more and more obvious along withthe development of the experiment. This experiment consists of three stages:(1), the data collection and analysis stage before the experiment;(2), carry out the experiment;(3), the data collection and analysis stage after the experiment. Researchers adoptedsome research methods such as natural observation, interview, questionnaire andevaluation and so on to collect related data in the study of this topic. Participantsinvolved in the data acquisition included110first-year secondary school students,3elementary school teachers,8secondary school English teachers in our school and4students’ parents. The conclusion after the analysis and comparison of the collected datais that this method is proved to be feasible by the research. It can alleviate thedifferentiation of the students’ English levels to a certain extent and narrow down thestandard deviation of the students’ grades within the same class. At the same time it canhelp the students improve their English learning ability and build their confidence andalso help them harvest unexpected achievements in improving their other skills. Tosome extent, this paper is an inspiration on how to connect the English teaching ofprimary school with the secondary school as well. Researchers measured with astratified measure form and a standard for evaluation and then carried out the statisticaltreatment with the software of Excel to a final stratification. So this method possesses acertain scientific nature. However, hierarchical English teaching is very complex inessence, and questionnaire has its inevitable shortcomings. This paper is only a simpleexploration that calls for expects more validation and addition. Therefore, in the lastpart, this paper gives some suggestions for further research, with a hope to bring somehelp to the stratified teaching researches from other teachers.