Strategies In The Transition Of English Teaching From Primary Schools To Junior Middle Schools In Rural Minority Areas

The transition of English teaching from primary schools to junior middle schools has long been recognized as a crucial time for students who are entering junior middle schools.Related articles on the transitive problems of English teaching in this transition stage have appeared constantly by now.However,the research,focusing on some transitive strategies of English teaching from primary schools to junior middle schools in rural minority areas,is still limited.Therefore,it is very necessary to explore some transitive strategies on how to improve the efficiency of English teaching and how to help students in different levels to complete the transition of English learning successfully from primary schools to junior middle schools.Based on L.S.Vygotsky's Zone of Proximal Development Theory and J.H.Flavell's Meta-cognitive Theory,the author makes an investigation on the basis of previous studies abroad and at home on the problems of English teaching in the transition stage from primary schools to junior middle schools.This thesis takes Zhang Jiachuan Town Junior Middle School in Zhang Jiachuan Hui Autonomous County as an example and adopts the methods of questionnaires,interviews and tests aiming to answer the following three research questions:1.What are the problems of English teaching in the transition process from primary schools to junior middle schools?2.Why do these problems exist?3.What strategies should be applied to solve these problems of English teaching in the transition stage?In order to investigate the problems and the main reasons of these problems in the transition stage,the author firstly delivers questionnaires to 6 English teachers from Xinjian Primary School,127 students in two classes and 18 English teachers from Zhang Jiachuan Town Junior Middle School and interviews some of them.Then on the basis of the results,the author tests these 127 students from Zhang Jiachuan Town Junior Middle School by using teaching tests to check whether some transitive strategies can effectively help English teachers and students to solve their problems in the transition stage so that they can achieve a smooth transition in this crucial period.The result shows that it is beneficial to solve the problems of English teaching in the transition stage from primary schools to junior middle schools by using transitive strategies to teach English in the first year of junior middle schools.It can effectively bridge the gaps' between students' English levels,arouse students' learning interest and develop students' good learning habits.To some extent,this research is an inspiration on how to make a successful transition of English teaching from primary schools to junior middle schools as well.The following implications got from the research results are as follows:1.English teachers in primary schools and junior middle schools need to have more communication with each other to cultivate their transitive awareness of English teaching.They need to use the Hierarchical English Teaching(HET)in the process of English teaching by knowing more about students' ZPD,and instruct students to learn to have their own effective learning strategies.Furthermore,English teachers need to improve themselves so as to set good examples for students in the process of English learning.2.Students need to concentrate more on English learning,form good learning habits and adjust themselves to English learning in junior middle schools.3.Parents need to attach great importance to students' English learning and cooperate actively with teachers.