An Investigation On The Transition Of English Teaching Between Primary And Junior Middle Schools Under The New Curriculum Standard (2022 Edition)

Teaching transition is of great significance for students to adapt to the next learning stage.The English Curriculum Standard for Compulsory Education(2022edition)has proposed that primary and junior middle schools should be connected to help students adapt to English learning in junior middle schools.The transition should pay attention to the students’ progress in the knowledge,ability,habits,methods and other aspects.The contents of different learning stages should be arranged reasonably to reflect the continuity and progression of learning objectives according to students’ cognitive,emotional and social development from primary schools to junior middle schools.Based on the reality,the disconnection of teaching transition affects the quality of English teaching,which is not conducive to the gradual development of students’ language ability,generates a polarization phenomenon and even affects students’ learning enthusiasm.Therefore,the problems of transition in English teaching between primary and junior middle schools cannot be ignored and should be properly solved.Under the guidance of constructivism theory,zone of proximal development theory and cognitive development theory,this research investigated the transition of English teaching in primary and secondary schools.The author went deep into the internship school to collect the research data,selected students from Grade 6 and Grade 7 of two campuses and English teachers of H School for questionnaire,interview and classroom observation.This study will discuss:(1)What are the existing problems of English teaching transition between primary and junior middle schools in H School?(2)What are the reasons for the transition problems?(3)How to take measures to promote effective transition of English teaching in primary and junior middle schools in GZ city? The data analysis finds that:(1)students’ learning motivations are lacking of stimulation and their learning strategies are lacking of cultivation;(2)primary and junior middle school teachers are lacking of transition awareness,communication,integration and systematic mastering of the teaching materials,and teachers’ evaluation mode is relatively simple;(3)teaching activities are lacking of variety and scientific time allocation,and the learning effect is lacking of detection.These problems jointly caused the disconnection of English teaching in primary and secondary schools in H school.In order to solve the problems of disconnection,combined with the concept of the new curriculum standards,the author put forward some feasible suggestions to promote an effective transition: improving the subject status of primary school English course,establishing the interactive communication mechanism of English teachers,constructing “UGS” coordination model and the “point-line-circle-loop-net”idea,fully understanding and integrating teaching materials,implementing stratified teaching method,integrating the “teaching-learning-evaluation” method,cultivating students’ learning habits and methods,and mastering the healthy self-mental adjustment ability.Meanwhile,this research provides some references of the effective English teaching transition in primary and secondary schools in GZ city.However,there is a long way and need more aspects to improve in the English teaching transition research in primary and secondary schools.This study has deficiencies of relatively few research subjects,insufficient breadth and depth.The author will continue to investigate in the future research and it also needs more researchers to work together to solve it.