The Research Of English Teaching Effective Transition Between "Primary Six" And "Junior Seven" In Rural Schools

The English teaching of primary school and junior high school is an entire consecutive elementary education stage in the nine-year compulsory education.However,in the current teaching,there is a great disconnection and incoherence between the sixth grade of primary school(primary 6th)and the seventh grade of junior high school(junior 7th)in different sides,such as new curriculum standards,teachers' teaching methods,and students' learning strategies etc.on the basis of the research results.Therefore,finding the effective transition of English teaching in primary six to junior seven has become an urgent problem to be solved.Based on the Constructivism Learning Theory and Zone of Proximal Development and combined with my own practical teaching experience,as an English teacher of junior high school in rural areas,the following two problems are discussed on the basis of the research results at home and aboard on the transition of English teaching:1.What are the problems in the transition of English teaching between "primary six" and "junior seven" English teaching for students and teachers in rural area schools?2.How can we achieve effective transition of English teaching between "primary six" and "junior seven" English teaching?The paper uses the methods of literature research,questionnaire investigation and interview,analyzes and explores the effective transitionmethods of English teaching in sixth grade of primary school and seventh grade of junior high school.Based on the current condition,the writer conducts a questionnaire survey for the 180 students of sixth grade,260 students of seventh grade and 20 English teachers from Nankai primary school and junior high school in Shuicheng,then extracts 10 students from sixth grade and seventh grade,and 6 English teachers from seventh grade for the interview.The research result shows that there are two main reasons for the effective transition of English teaching in rural areas.1.The subjective aspects including three main reasons:(1)Students' bad learning habits and lack of learning strategies.(2)There are differences in teaching methods and evaluation mechanism between primary and middle school English teachers.(3)Lack of English teachers in primary school.The English teachers in primary school have low consciousness of connecting and transition,lack of communication and so on.2.The objective aspects,including two main reasons:(1)Schools,parents and the society don't pay enough attention to English teaching in primary schools.(2)The knowledge incoherence in the elementary English textbooks.(3)The disconnection phenomenon is caused by the difference of English curriculum standards.Therefore,through the in-depth analysis which based on the abovereasons,countermeasures and suggestions are put forward by the writer for solving problems combined with two section of curriculum standards' requirement and students learning situation etc.from the three aspects of students,teachers and the competent department of education.The paper uses the effective teaching method,which aims at the completion of this year's teaching requirements.At the same time,it tries to construct a connecting link between the preceding and the following of teaching transition policy.Meanwhile,it also will promote students' transition from primary school to the junior middle school in studying smoothly.