Cohesion problem primary and middle
school English teaching
NO.: Name: Class:
Subject: English education Director:
Yenan University
August 6, 2011
Cohesion problem primary and middle school English teaching
Catalogue
Abstract 2 Key words 2 Body 2 1. The problem of teaching linking 2
1different version of textbook used 3 ○
○2 the restriction of English teachers and teaching method in primary school 3 ○3 individual differences of student 3 2. Measures and methods of solving the connection problem 4 ○1 using textbook of creativity, strengthen link-up of teaching 5 2cohesion of teaching method 5 ○
○3 teaching students according to their aptitude, layered teaching. Conclusion…………………………………………………………….5 Reference………………………………………………………………6
【Abstract】
With the development and popularization of primary school English curriculum, and diffirent
version caused some influence to teaching,so the connection of primary and middle school English teaching is more and more prominent.In this paper, this analysis the reason and puts forward some counter measures.
【Key Words】
Primary and middle school English teaching, cohesion
From the fall of 2002, the primary school gradually open English course from grade
three all over the country, however, many school, especially primary school in city, opening English course from grade one in recent years. With the popularity of the primary school English course and advance, linking problem of middle and primary school English teaching is more and more outstanding. This article analyzes the reasons and comes up with some counter measures and methods.
i. The problem of teaching linking
1).varied textbook version was used. Many textbook are appeared because of the implementation of English curriculum standard, at present ,there are several version, such as people’s press、foreign research press、Hebe education press、Peking Norman press and so on. This version is divided elementary school, junior high school and senior high school, which caused the textbook that is used, is different in different areas of different stages. Primary school uses Hebe education press, junior school may use people education press, and primary uses foreign research press, junior likely use Hebe education press. Even if the same textbook, there is not completely joined. Although different version are based class sign, all have their own layout system and objectives, For example, class sign demand that primary school students' learn 600 to 700 words and 50 idioms, but there is no specific word list. The word is chose differently in varied textbook. Each teaching material of the selected words is different. Topic and grammar are also not uniform
2).the restriction of English teachers and teaching method in primary school. English courses
of primary school are universal in most parts of district, but the reality is that the objective is not expected because of English teachers `levels, particularly in rural areas. Many teachers can not accept the professional education, old teaching,,backward idea,,knowledge narrowed,even some teachers who teach other subjects is English teacher. A lot of teachers do not understang professional education, even the teacher who teach other subjects is English teacher. Some teachers do not understand the English curriculum standards, let alone advanced ideas of education and teaching methods to carry out their teaching activities. Primary schools are not a simple word, sentences. The overall quality of its teachers is very high, song; painting and games will be mentioned. Good teachers can make the class vividly; many teachers class is boring, which affect the student’s interest.3).individual differences of student.
The students have various academic levels, due to individual differences of student in the years of learning process of primary school English .lacking of language enviroment greatly restricted the development of English teaching,which make teaching boring,and simply memory and riciting make students lose the interest. The students need to memory words and sentences, recite some passages, some students who is weakness of will begin to lag behind, so a few students hate to learn English.
“
ii. Measures and methods
of solving the connection problem
1).using textbook of creativity, strengthen link-up of teaching. English teacher of middle school must master elementary school English material of their own students and Familiar with teaching requirements of elementary school English , including vocabulary, grammar project, and language function and so on. To determine the key and difficulties of textbook, amend and adjust the textbook, reasonable arrangement of teaching content. In the first stage of junior high school, we could slow down teaching progress and guide students to review elementary school English course for a period, gradually introduce curriculum of junior school. At present, vast majority of textbook of junior school use middle school as a starting teaching material, and linking textbook is used only by some foreign school because of actual
situation of teaching. This also gives students a review and even to the opportunity to learn again.
2) cohesion of teaching method. The English teacher of middle school should strengthen communication with elementary school teacher, find the difference of teaching method between middle school and elementary school, precede research on listening, especially, the difference between grade seven and grade six, find correctly cohesion point. Both Grade 7 and grade 6 are good at thinking in images, but have a short attention span, still adapt to teaching method of elementary, English teacher of junior school could utilize audio-visual teaching tools such as entity ,picture and stick figures, Keeping students in excited state. To organize teaching activity of diverse forms such as song, game, and show and so on, create a relaxed learning environment for students, mobilize interest in learning. The teacher must focus on how to keep students` enthusiasm for English learning. 3) Teaching students according to their aptitude, layered teaching.
The students` English level in junior high school has appeared differentiation. To teach students according to their aptitude, layered teaching. Different level has different demand and different homework. This could make students practice on the basis of their own reality; excellent students go further their study, students in trouble will not disappoint any more because they have got something, different level has different achievement. Some schools carry out class-division teaching to students who is bad at English, which achieved certain results.
It is very important to strengthen cohesion of English teaching of elementary and junior high school, which lead to polarization of English if do improper, some students maybe give up learning English .the teacher in junior school should fully realize it, and continuously explore and research, find easy way and countermeasures.\\ Reference
(1) Zhang Zhong, cohesion of elementary teaching [J].2005，（10）：29-30.
(2)Liu Ruijie my view on English of primary and middle school,Hebei education [J]. 2005，
（10）：21-22
(3)Xia Hou, Fu Sheng, cohesion and measurement of English teaching of elementary and
middle school in China, [J].teaching research on fundamental foreign language, 2003，（6）：12-15.
因篇幅问题不能全部显示，请点此查看更多更全内容