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贵州省少数民族地区初高中英语教学衔接现状与对策研究 ——以铜仁市三所高中为例

发布时间:2023-06-21 10:59
CONTENTS
Abstract I
摘要 Ill
中文文摘 IV
CONTENTS VIII
Chapter One Introduction - 1 -
1.1Background of the Study - 1 -
1.2Purposes ofthe Study -2 -
1.3Significance of the Study -2 -
1.4Main Issues and Scope of the Study - 3 -
1.5Structure of the Thesis - 4 -
Chapter Two Literature Review - 7 -
2.1The Concept of Transition - 7 -
2.2Related Researches at Home and Abroad - 7 -
2.2.1Related Researches on English Teaching Transition from Junior to Senior
High School - 8 -
2.2.2Related Researches on English Teaching and Learning - 9 -
2.3Related Theories - 11 -
2.3.1Theory ofEnglish Teaching Strategies -11 -
2.3.2Theory ofEnglish Learning Strategies -11 -
2.3.3Theory of Good Textbooks - 12 -
2.3.4Theory of Learning Motivation - 13 -
2.3.5Theory of Teaching Evaluation - 14 -
2.3.6Theory of English Subject Core Competences - 14 -
Chapter Three Research Methodology - 17 -
3.1Research Questions - 17 -
3.2Research Subjects - 17 -
3.3Research Instruments - 17 -
3.3.1Literature Research - 17 -
3.3.2Classroom Observation - 18 -
3.3.3Questionnaire - 18 -
3.3.4Interview - 19 -
3.4Research Process - 20 -
3.5Data Collection and Analysis - 21 -
Chapter Four Results and Discussion - 23 -
4.1Questionnaire Results and Discussion - 23 -
4.1.1Basic Information of Students - 23 -
4.1.2Students' English Learning Situation - 25 -
4.1.3Students' Interests and Attitudes Towards English Learning - 29 -
4.1.4Students' Methods and Habits of English Learning - 32 -
4.1.5Comparison of English Learning Between Junior High School and Senior High School - 35 -
4.1.6Comparison of the Classroom Observation Records of English Teaching Transition from Junior to Senior High School in Experimental Classes - 40 -
4.1.7Comparison of Teaching Effectiveness of English Teaching Transition from Junior to Senior High School in Senior One Classes - 41 -
4.2Interview Results and Discussion - 43 -
4.2.1Interview Results and Discussion of English Teachers in Junior and Senior High Schools - 44 -
4.2.2Interview Results and Discussion on English Learning of Senior One Students... - 50 - Chapter Five Conclusion - 53 -
5.1Research Findings on the English Teaching Transition from Junior to Senior High School - 53 -
5.2Countermeasures for English Teaching Transition from Junior to Senior High School - 55 -
5.3Deficiencies of the Study and Prospects for Future Research - 63 -
References - 65 -
Appendix I - 73 -
Appendix II - 75 -
Appendix III - 77 -
Appendix V - 83 -
Appendix V - 85 -
攻读学位期间承担的科研任务与主要成果 - 87-
Acknowledgments - 89 -
个人简历 - 91-
Chapter One Introduction
1.1Background of the Study
Junior high school and senior high school are two similar but different learning stages that students experience in secondary education. Students are changing gradually in physiology and psychology. Literally, the “transition” mentioned in this study refers to the “coherence” between junior high school and senior high school. But if we put the word “transition” into teachers and students, English teaching and learning, then the meaning is very broad. English teaching transition between junior high school and senior high school includes not only the transition of teachers' teaching ideas, contents and methods, but also the transition of students' learning habits and learning strategies, the transition of learning interests, the communication of teachers' and students' emotions, and the transition of examination and evaluation.
With the promulgation of Ordinary Senior High School English Curriculum Standards (2017 Edition), especially the introduction of the concept of “key competences in English” in English subject, it is not only an opportunity for senior high school English teachers to re-examine and shape their teaching concepts and skills, but also a great challenge. Especially senior high school English teachers should attach importance to the relevant concepts of “key competences in English” throughout the teaching process, and cultivate socialist builders and successors with Chinese feelings, international vision and cross-cultural communication ability (Ministry of Education of the People's Republic of China, 2017). For teachers and students who are in Guizhou minority areas, the difficulties and challenges that they have to face are more and more complex. Because of the influence of mother tongue, cultural background and educational level, students in minority areas have some difficulties in learning English (Li, 2012:181). Even for some students who are in Guizhou minority areas, English as the third language they have to learn, and its difficulty in learning English is imaginable. Tongren is a prefecture level city in Guizhou Province, and it is located in the northeast of Guizhou Province. The registered population of Tongren City is 4.4386 million, it is mainly composed of 28 ethnic minority groups such as Dong, Tujia, Miao and Gelao. We know that the level of primary and secondary education in minority areas of Guizhou Province lags far behind developed regions such as central and eastern China, especially in English subject. Therefore, the main purpose of this study is to reveal the current situation of English teaching transition between junior high school and senior high school in Guizhou minority areas, and how to do a good job of English teaching transition between junior high school and senior high school.
1.2Purposes of the Study
Zhou Huarong (2015) pointed out that English teaching transition from junior to senior high school is very important. It can be said that whether teachers can deal with this problem will directly affect the English learning effectiveness of students in the whole senior high school. Only when the English teaching transition between junior high school and senior high school is well done in Guizhou minority areas, can students smoothly transit from junior high school to senior high school's English learning, and it can even affect their lifelong development.
The purposes of the study are to explore the current situation of English teaching transition between junior high school and senior high school in Guizhou minority areas, and to propose corresponding countermeasures based on this study. It is hoped that it will have a positive impact on the work of senior high school English teaching in this region, provide some useful references, and put forward some practical suggestions.
1.3Significance of the Study
Through consulting a large number of literature, the writer found that although many scholars and experts have done a lot of studies on the transition between junior high school and senior high school English teaching, there are few studies focusing on minority areas of China. The writer has heard such a phenomenon that many students who are good at English in junior high school, but after coming into senior high school their English scores dropped rapidly. Even a lot of senior one students want to give up learning English because they can't adapt to the English courses in senior high school. This is very regrettable.
Many teachers and parents attribute the reasons to the students' learning attitude, but the fact is not what they imagined. Therefore, the writer hopes to make a thorough understanding of the current situation of English transition between junior high school and senior high school in Guizhou minority areas, and to find out the reasons why the English teaching transition between junior high school and senior high school in Guizhou minority areas is not smooth, and to put forward some reasonable and effective suggestions. It is hoped that through the research on this study, the results of this study can provide some references and suggestions for the transition from junior to senior high school English teaching in Guizhou minority areas.
For many senior one students, after having experienced a tense review of The Academic Test for the Junior High School Students and finally entered their favorite senior high schools, it is inevitable that they will have a kind of psychological relaxation, and then there will be a phenomenon of learning laziness.
The research subjects of this study are mainly the senior one students of X, Y and Z Senior High School. So-called good teaching, we should pay attention to both “teachers' teaching” and “students' learning”, so that it can be called good teaching. Through the study of English teaching transition of three senior high schools in Tongren, teachers in senior high school can have a relatively comprehensive and objective understanding of English teaching transition from junior to senior high school. At the same time, the results of this study can also help students analyze the causes of most of the problems in their English learning, and help students make a smooth transition.
Finally, it is hoped that more and more teachers in Guizhou minority areas will fully realize the importance of English teaching transition between junior high school and senior high school, and learn some good experience and methods, and then apply them to practical English teaching activities, so that more students of Guizhou minority areas can learn English well, English no longer becomes an “obstacle” on their way to success. When they graduate, they will return to build their hometown, contribute to the construction of their hometown, and ultimately realize the Chinese dream of the great rejuvenation of the Chinese nation.
1.4Main Issues and Scope of the Study
The writer has noticed such a phenomenon: For many excellent students in junior high school English, after entering senior high school, there will be a variety of inadaptability to English learning in senior high school, and their English scores will decline in varying degrees. Some students with strong self-esteem or weak ability to withstand attacks and gradually lose confidence and interest in English, and even give up learning English. In view of this, the writer wants to clarify the current situation of English teaching transition in junior high school and senior high school, and put forward corresponding countermeasures. This study focuses on the following two questions:
(1) What is the current situation of the English teaching transition between junior high school and senior high school in Guizhou minority areas? What kind of problems and puzzles do senior one students face in their English learning?
(2) What are the factors that make the English teaching transition from junior to senior high school in minority areas of Guizhou Province not smooth?
Based on the results of the pretest and post-test, this study will make a comprehensive analysis to determine whether the courses of English teaching transition between junior high school and senior high school really contributes to the English learning of senior one students. Finally, according to the characteristics of minority areas in Guizhou Province, the corresponding countermeasures for English teaching transition from junior to senior high school are formulated.
1.5Structure of the Thesis
This graduation thesis is mainly composed of five parts. Part one is Introduction. It briefly explains the research background of this paper, clearly puts forward the research questions, and appropriately points out the research significance. It gives the reader an overview and knows how this research came about. The second part is the Literature Review. Firstly, we need to summarize the results of previous research on the English teaching transition between junior high school and senior high school, and then comment on its contributions and shortcomings. The contributions of predecessors are the basis of this research, and the shortcomings of previous studies are often the main problems to be solved in this study. The third part is Research Methodology. This part generally refers to participants, instruments, procedures and so on. The fourth part is Results and Discussion, namely questionnaire results and discussion and interview results and discussion, the interviewees were mainly some senior one English teachers and students from three senior high schools in Tongren of X, Y, and Z, as well as some English teachers from junior high school, and then sorted and analyzed based on the interview results. The fifth part is Conclusion, the conclusion often summarizes the main content of the discussion, that is, to draw a conclusion.
Chapter Two Literature Review
2.1The Concept of Transition
In the Commercial Press's Modern Chinese Dictionary (Sixth Edition), the word “transition” is interpreted as “Things are connected”. For example, “Two stages must be connected”. Based on a large number of literature, the writer finds that the words “transition”, “linkage” and “connection” are usually used by foreign scholars to express the teaching from one stage to the next. In Oxford High-Level English-Chinese Dictionary (Sixth Edition), the transition is defined as that things gradually develop from one stage to another. The Department of Basic Education of Ministry of Education of the People's Republic of China (1996) stated that in view of the fact that a large number of junior high school graduates who taught in accordance with the new curriculum plan of compulsory education entered senior high school in the autumn of 1996. In order to solve the problem of the transition between Mathematics and English from the junior high school to senior high school, the treatment opinions of senior high school Mathematics and English textbooks are proposed, please comply with the implementation. This is the first time that the term “transition” the writer can find in its official documents.
2.2Related Researches at Home and Abroad
The issue of teaching transition has always been a topic of great concern to the education departments of different countries, but due to the national conditions of different countries, the focus of teaching transition usually varies from one country to another.
Currently, with regard to teaching transition, the academic community's main concern are four aspects: kindergarten to primary school, primary school to junior high school, junior high school to senior high school and senior high school to university. Among them, the research on teaching transition from junior to senior high school is also one of the areas that people focus on, because the senior one students face great pressure and challenges at this stage, and various uncertain factors are also very complicated.
Foreign research on teaching transition mainly focuses on mainly focus on the transition from kindergarten to primary school, and the transition of vocational education. First of all, preschool education researchers in different countries have also paid more and more attention to the issue of the transition from kindergarten to primary school, such as the Early Transition Program in the European Union, the Continuity for Success: National PTA and National Head Start Association in the United States, and the Keiraville Community Preschool Program in Cromwell Community of Australia are all aimed at the teaching transition between kindergarten and primary school (Li & Liu, 2014: 83-84). In addition, there are vocational education of the German Dual System Mode, vocational education of the US CBE Mode, and vocational education in the Australian TAFE Mode, and so on.
2.2.1Related Researches on English Teaching Transition from Junior to Senior High School
Regarding the English teaching transition between junior high school and senior high school, what aspects need to be paid attention to? Liu Na (2009) said that junior high school and senior high school are two learning stages which are similar but not identical, and English learning also has different characteristics. Junior high school English teachers usually pay more attention to the teaching of the item of vocabulary and grammar, but senior high school English, students are required to have the ability to use knowledge flexibly, and constantly improve their ability of analysis and judgement, and logical thinking. Zhou Huarong (2015) pointed out that “the transition of English teaching between junior high school and senior high school is very important. It can be said that whether this problem can be handled well will directly affect the English learning effect of students in the whole senior high school stage”.
For many students in Guizhou minority areas, senior high school English learning is a huge challenge for them. Therefore, this thesis mainly talks about the English teaching transition between junior high school and senior high school. Regarding the reasons for students' problems in the English teaching transition from junior to senior high school, Lin Hong (2009) believed that due to the change of learning environment, the increase of knowledge difficulty, the teaching in this stage has a great impact on students' learning. In view of the current system of separating between junior high school and senior high school in many places in China, it is difficult for English teachers in junior high schools and senior high schools to communicate in teaching. Senior high school English textbooks have a high starting point, and students are not adaptable to changes in textbooks and teaching methods. In addition, there are significant differences in both learning strategies and the degree of classroom participation between junior high school and senior high school students. When junior high school students finish their junior high school studies, after entering senior high school, and face a new learning environment, there is a “transition period”, both physiologically and psychologically.
2.2.2 Related Researches on English Teaching and Learning
What are the key points of English teaching transition from junior to senior high school? First, vocabulary. Miao Yin (2013) said that in English teaching, students often suffer from the inability to acquire pure pronunciation and memorize a large number of words, which will affect the development of oral English, reading and other English skills. Phonics is a set of system that associates the spelling of words with the pronunciation. The application of phonics in English teaching is of great significance. First, Phonics helps to develop students' phonetic knowledge. Second, Phonics helps to develop students' vocabulary recognition skills. Finally, Phonics helps students' brain development. Mastering vocabulary is the basis of learning English well, so how should English teachers teach and how students learn? According to Liu Yu & Xie Chaofu (2011), the implementation of multiple vocabulary teaching can help students better remember English words. The specific requirements are living vocabulary teaching, contextualizing vocabulary teaching, task-based vocabulary teaching and alternate use of multiple methods. Regarding the training of vocabulary learning strategies, they are Word Formation, Word Guessing, Dictionary Reference, and Interesting Reading.
Second, grammar. In recent years, National Unified Examination for Admissions to General Universities and Colleges have been continuously reformed, and the way of investigating students' English proficiency has gradually changed from the memory of simply examining knowledge to investigating students' thinking and ability. Ye Guiju (2011) believed that in the first half of the senior one, the teaching content of this stage are English grammars in junior high school and senior high school, and the teaching method mainly adopts the “Word Wall”. Among them, the “Word Wall” refers to displaying vocabulary commonly used in grammar teaching on classroom walls or other subjects for use in grammar teaching.
Third, speaking and listening. In English learning, whether listening or speaking, “Phonetic Symbol” is an indispensable factor. Feng Xiaojing (2016) pointed out that “The pronunciation and spelling of English phonetic symbols must be mastered by the students in the initial stage of senior high school in the transition stage from junior to senior high school. Good pronunciation, intonation, word recognition, reading, memory, and even sentence and chapter learning are inseparable from phonetic symbols”. Zhang Feng (2018) pointed out that in junior high school English listening and speaking teaching, listening practice often lacks listening imitation training, oral practice lacks pronunciation training, and the evaluation system of listening and speaking has not been established and perfected. In the book A Course in Language Teaching: Practice and Theory, Penny Ur (2000) said that English learners' listening mainly has the following problems, such as phonetic problems, students need to understand every word, the inability to understand quickly, the need to listen more than once, it is difficult to keep up with the pace of tape and feel tired. With the reform of English Curriculum, its purpose is to change the past teaching methods with vocabulary and grammar as the core, so that the focus of English teaching will gradually transition to practical application. Jin Quanzhi & Jin Yanling (2017) believed that in China, especially in rural areas, due to the lack of an environment for daily communication in English, English classes have become the main place for students to practice speaking. Among them, role-playing is a very effective method. Through role-playing, students can create dialogue and communication situations, stimulate students' desire for dialogue, and promote oral training.
Fourth, reading. According to Zheng Jingyi (2008), compared with junior high school English reading teaching, the focus of senior high school English reading teaching is to teach students understand the thoughts and feelings of reading materials, to guide students in reading methods and train students in reading skills. In view of the senior high school English reading teaching, Zhang Xianchen pointed out that there are five levels of English teaching design, that is, to interpret what the writer wrote, why the writer wrote, how the writer wrote, and how you think the writer wrote, and finally migrate and use.
Fifth, writing, Li Xiaoli (2007) proposed that how to improve students' writing ability in English teaching in senior high school is one of the tasks of English teaching, and writing is a difficult point in the English teaching transition from junior to senior high school. Therefore, writing teaching should also be one of the key contents of the English teaching transition from junior to senior high school.
2.3Related Theories
2.3.1Theory of English Teaching Strategies
According to Yang Yancong & Huang Rui (2019), English teachers should be committed to improving their personal quality, having a good relationship with students, creating a harmonious classroom environment, paying attention to the change of motivation at joint points, creating a personalized ecological classroom, and maintaining and consolidating the momentum of motivation.
In order to better help students with the smooth transition from junior to senior high school, communication between school teachers and students parents is also very essential (Oakes & Waite, 2009: 6). Comenius formulated the first complete monorail system in the history of human education in “great teaching theory”, and carried out the feudal hierarchy of scattered, isolated, incoherent and non-uniform in the high ages. The favorable impact makes the school system connect with each other, consistently at the beginning and the end (Ping et al., 2013: 141). And Gonzalez, Margarita (2000) said that teachers' beliefs, attitudes and knowledge can have an impact on English learners in transition. Wang Hongwei (2010) pointed out that emotional attitude is an extremely important factor affecting the effectiveness of English learning, and maintaining a positive emotional attitude is the key to good English learning. So, in practical English teaching, teachers should strive to create good conditions to help students develop positive emotional attitudes, so as to improve students' English learning efficiency.
Knowing more about the theory of English teaching strategies can help this research provide inspiration for the questionnaire design and countermeasures for the English teaching transition from junior to senior high school in Guizhou minority areas.
2.3.2Theory of English Learning Strategies
Whether English learners can effectively use their learning strategies is also the key to learning English well. Zhou Dajun & Tian Shaohua (2012) believed that English learning strategies should be an important part of teaching. Wang Yuan proposed that in the process of continuous deepening reform of the new curriculum standards, English learning strategies have been continuously valued by people”. This also fully shows that students use effective learning strategies to enable them to become the leader of learning, and learning strategies have gradually emphasized their importance. Peng Sixiang & Qin Rong (2012) believed that vocabulary learning plays an important role in the process of second or foreign language learning, and vocabulary learning strategies are an indispensable and important factor in foreign language vocabulary acquisition. Mehrak Rahimi & Maral Katal (2012) argued that meta-cognitive learners who take steps consciously to understand what they are doing are often the most successful English learners. That is to say, if learners can correctly use meta-cognitive strategies to learn English and plan, monitor, evaluate and reflect on their own learning process, then English learning will be more effective.
Xue Changming & He Yaxin (2018) discussed that the degree of application of meta-cognitive strategies in junior high school and senior high school student groups, the results show that the use of meta-cognitive strategies by secondary school students in the English learning process is generally at a medium level, but girls are higher than boys. The level of self-assessment is the highest, and the use of method strategies, drill execution and learning awareness is at a medium level, the use of planning strategies is low.
As English teachers, we should gradually cultivate students' understanding of meta-cognitive strategies in future teaching, and guide students to apply it to actual learning, continuously improve the efficiency of English learning.
2.3.3Theory of Good Textbooks
For a long time, in all modern educational systems, textbooks not only serve as an aid to teaching, but also symbolize some kind of teaching. In other words, the textbooks determine the curriculum. Textbooks play an irreplaceable role in the whole English teaching, because textbooks determine what teachers to teach and what students to learn, and even how teachers to teach and how students to learn. According to the survey, Tongren currently uses English textbooks for junior high schools compiled by Beijing Renai Education Institute, and the senior high schools' textbooks are published by Foreign Language Teaching and Research Press.
As for how to evaluate good or bad textbooks, according to Tomlinson & Masuhara (2007) pointed out that we can proceed from the following aspects: 1) Good textbooks make learning interesting and keep students' attention and curiosity; 2) Good textbooks do not make students nervous; 3) Good textbooks should help students build up confidence; 4) Good textbooks should be able to satisfy the students' needs. 5) Good textbooks should enable students to access more real languages; 6) Good textbooks should provide students with opportunities for language practice in order to achieve communicative purposes; 7) Good textbooks should take into account the positive role of teacher guidance, which is usually not immediate; 8) Good textbooks should take into account students' different learning styles. Students' different emotional factors should be taken into account.
In the book Analysis and Design of English Textbooks, Cheng Xiaotang and Sun Xiaohui (2011) believed that excellent textbooks should have the following characteristics: “The content of the textbook should be suitable for the learner's level and have strong learning-ability. For this reason, the language input provided to the learner by the textbook should include a language slightly higher than the learner's current level”. That is to say, if the difficulty of the textbook itself is higher or lower than the current level of the learner, it will not be conducive to language learning.
2.3.4Theory of Learning Motivation
There is an inseparable relationship between English learners' learning scores and learning motivation. In the book How to Teach English, Jeremy Harmer (2000) believes that students' learning motivation is very important, and strong learning motivation will bring extraordinary learning results, and there are various reasons for learning motivation. Research reports show that a preference for a language stimulates students' comprehensive motivation, which motivates a greater desire for learning than instrumental motivation.
As for the span of English textbooks from junior to senior high school, students are usually required to master 1500 English words and some basic grammar items. When students enter senior high school, the demand for vocabulary suddenly increase, and the grammar items are very complicated, so it is difficult for students to adapt at once. Kim et al. (2018) also pointed out that in the process of English learning, maintaining the learner's learning motivation and preventing the depolarization of learning motivation are very important to help learners achieve the desired level of English.
In summary, good learning motivation is the basis for students to learn English well. Therefore, as an English teacher, we should think about how to stimulate students' motivation to learn English as much as possible, and help them adapt to the learning of senior high school English.
2.3.5Theory of Teaching Evaluation
In the process of English teaching transition from junior to senior high school, the way of assessment is also one of the important factors for the success of it. Li Shaohua (2018) pointed out that “formative assessment” is a teaching evaluation method compared to “summative assessment”. The evaluation method is diverse and can be continuously improved and optimized according to teaching goals and teaching requirements. Therefore, in English classrooms, teachers' attention should be paid to formative assessment to stimulate subjective initiative in student learning. Formative assessment in English learning can help high school students form the habit of autonomous learning. Because autonomous learning is very essential for lifelong learning, it allows students to build knowledge by identifying learning goals, self-managing the learning process, and self-assessing their performance against the goals (Xiao & Yang, 2019: 52).
As an English teacher, we should change the single teaching evaluation method of summative evaluation, and try to adopt more teaching evaluation methods such as formative evaluation to help students develop better.
2.3.6Theory of English Subject Core Competences
In January 2018, Ordinary Senior High School English Curriculum Standards (2017 Edition) was officially announced to the society, which defined “English subject core competences” as a concentrated reflection of the value of disciplinary education, the correct values, essential characters, and key abilities that students gradually develop through English learning. Cheng Xiaotang (2017) pointed out that the focus of the current basic education curriculum reform is to refine the key competences in English of students, make the academic quality standards based on the key competences, deepen and promote the reform of examination and assessment. The subject of English plays an important role in promoting the development of students' English subject core competences. English subject core competences are highlight of the reform of the Ordinary Senior High School English Curriculum Standards (2017 Edition), and it is also a key and difficult point for teachers to grasp. Wang Qiang & Luo Shaoqian (2014) proposed that the proposal of the key competences in English further clarified the educational value of the English curriculum, emphasizing that English courses should be freed from inefficient teaching of grammar and vocabulary.
The core tasks of the English courses should be focused on guiding students to learn to do things in English, expressing ideas with proper and appropriate language, critical thinking and expression ability. In the classroom observation of this research, the English subject core competences will serve as an important evaluation standard.
Chapter Three Research Methodology
This chapter mainly introduces the research design process, including research questions, research subjects, research instrument and research process.
3.1Research Questions
In the minority areas of Guizhou Province, many students who were originally good at junior high school English have become unsuitable after they entered senior high school. Some senior one students have given up on learning English because they cannot adapt to the study of senior high school English learning. Therefore, this research intends to solve the following two problems:
1.What is the current situation of English teaching transition from junior to senior high school in Guizhou minority areas?
2.What are the factors that caused the unsmooth of English teaching transition from junior to senior high school in this region?
3.2Research Subjects
In order to get more comprehensive and objective understanding of the current situation of English teaching transition from junior to senior high school in Guizhou minority areas, the writer surveyed some senior one students and teachers in the three different educational level senior high schools of X, Y and Z in Tongren.
The research subjects of this research is mainly the senior one students and some English teachers in the three senior high schools of X, Y and Z in Tongren, Guizhou Province. The research subjects mainly includes 216 senior one students in 6 classes (Classes 5, 9 and 13 are experimental classes, and Class 1, 10 and 11 are control classes; Class 5 and Class 1 are excellent classes, Class 9 and Class 10 are medium classes, and Class 13 and Class 11 are poor basis classes) and 30 English teachers (25 senior high school English teachers and 5 junior high school English teachers).
3.3Research Instruments
3.3.1Literature Research
At the beginning of this research, when the writer first came into contact with and decided to study the topic of English teaching transition from junior to senior high school, due to the lack of contact with this topic before, there was no systematic view on this topic. So the writer collected a large amount of literature related to the English teaching transition from junior to senior high school to understand the research dynamics of this study at home and abroad.
Through the interpretation of the relevant literature, the writer found that the phenomenon of unsmoothness in the process of English teaching transition from junior to senior high school has occurred in all regions of our country. On this basis, the writer attempts to shift the research focus to minority areas in Guizhou Province. Due to the relatively backward teaching level of minority areas in Guizhou Province, the phenomenon of poor English teaching transition between junior high school and senior high school in this area is more serious.
3.3.2Classroom Observation
In addition to directly reading the relevant literature to understand the information of English teaching transition from junior junior to senior high school, in order to obtain more realistic and objective data, the writer also decided to study the current situation of English teaching transition from junior to senior high school in the minority areas of Guizhou Province through classroom observation. In this study, the writer made a detailed classroom observation plan “A classroom observation plan of English teaching transition from junior to senior high school in minority areas of Guizhou Province” (Appendix IV) to go into part of the classes of three senior high schools in Guizhou minority areas to observe and record the classroom. Learn more about the current situation of English teaching transition from junior to senior high school, and on this basis, put forward some corresponding and practical countermeasures for English teaching transition from junior to senior high school in this area.
3.3.3Questionnaire
In order to understand the English learning situation of senior one students in Guizhou minority areas, the writer designed a questionnaire “A survey of English learning situation of senior one students in minority areas of Guizhou Province” (Appendix III), the purpose of which is to obtain the information required by this research from the questionnaire through their basic information, their English learning situation, their interest and attitude in English learning, their learning methods and habits, as well as the comparison between junior high school and senior high school English learning.
In this questionnaire, questions 1-2 are basic information about students; questions 3-7 are about students' English learning; questions 8-12 are about students' interest and attitudes in English learning; questions 13-17 are about the methods and habits of students learning English; questions 18-24 are about the comparison of junior high school English learning. this questionnaire is mainly designed for the senior one students of three high schools of different school levels in the minority areas of Guizhou Province, they are X, Y and Z, in order to obtain more extensive and objective information.
3.3.4Interview
In order to further understand the current situation of English teaching transition from junior to senior high school in Guizhou minority areas, the writer separately formulated “An interview outline of English teachers in junior and senior high schools in minority areas of Guizhou Province” (Appendix I) for junior and senior high school English teachers and “An interview outline of English learning situation of senior one students in minority areas of Guizhou Province” (Appendix II) for senior one students.
There are 10 interviews about the outline of interview with junior and senior high school English teachers. The first interview is about whether English teachers in the area have paid attention to the topic of English teaching transition from junior to senior high school; the second interview is about whether senior high school English teachers have received training on English teaching transition from junior to senior high school; the third interview is about does this region's junior and senior high schools' English teachers pay attention to English Curriculum Standard in Compulsory Education (2011 Edition) and Ordinary High School English Curriculum Standard (2017 Edition); the fourth interview is about whether the teachers systematically studied junior and senior high school English textbooks; the fifth interview is about whether English teachers have participated in junior and senior high schools' teaching and research activities; the sixth interview is about what aspects of senior high school English teachers focus on training
students; the seventh interview is about problems that teachers believe existed in English teaching in junior or senior high school; the eighth interview is about whether English teachers have paid attention to the cultivation of students' learning habits and strategies; the ninth interview is about the teaching evaluation methods of English teachers; the tenth interview is about the current situation and countermeasures of senior high school English teachers on the English teaching transition from junior to senior high school.
There are four interviews about the outline of the interview of the senior one students. The first interview is about the same or different aspects between junior high school and senior high school English learning; the second interview is about whether the senior high school students can adapt to the study of senior high school English learning; the third interview is about whether students believe that the courses of English is helpful for their high school English learning; the fourth interview is about what advice students give teachers to help them adapt to high school English learning more quickly.
The outline of the interview is for reference only, in the actual interview process, the questions ofthe interview can be adjusted according to the situation ofthe interview.
3.4Research Process
First, the writer read the relevant literature on the English teaching transition from junior to senior high school. After having a relevant understanding of this research, then conducted a study based on the actual situation of English teaching in minority areas of Guizhou Province.
Secondly, by visiting the three senior high schools in Tongren, Guizhou Province to understand the actual situation, and then to observed in-depth classroom activities “ A classroom observation plan of English teaching transition from junior to senior high school in minority areas of Guizhou Province” (Appendix IV). In this way, understood the actual situation of the teaching of the senior high schools English teachers and the learning situation of students.
Thirdly, the actual classroom observation in English teaching activities were analyzed, and the questionnaire of Bi Hongqiu and Liu Hui (2015) are used as reference to compile the questionnaire of this research. Then the questionnaire “A survey of English learning situation of senior one students in minority areas of Guizhou Province”
(Appendix III) was distributed to 216 students from 6 classes in three senior high schools (5, 9 and 13 as the experimental group, 1 class, 10 and 11 as the control group), and statistics and analysis of the results of the questionnaire.
Finally, after understanding the relevant situation, an interview outline for junior and senior high school English teachers “An interview outline of English teachers in junior and senior high schools in minority areas of Guizhou Province” (Appendix I) and senior one students “An interview outline of English learning situation of senior one students in minority areas of Guizhou Province” (Appendix II) is compiled based on the information collected, and then 30 English teachers and some senior one students to conduct interview, as a supplement to the questionnaire, and analyze the interview results.
3.5Data Collection and Analysis
The data collection sources of this paper are mainly interview, questionnaire, classroom observation. the interview mainly includes Appendix I and Appendix II, the questionnaire includes Appendix III, and the classroom observation includes Appendix IV and appendix V. The purpose of interview is to learn from teachers and students some views on the English Teaching transition from junior to senior high school, and the interview outline is only for reference, which can be adjusted according to the actual situation. The purpose of the questionnaire is to have a comprehensive understanding of the students. The purpose of classroom observation is to analyze and discuss the classroom in a more thorough and comprehensive way, so as to explore the relationship between teachers' attention to the classroom and the improvement of teaching efficiency.
Chapter Four Results and Discussion
After nearly one month of study, the senior one students have a preliminary understanding of senior high school English learning. At the same time, the senior one students still remember the English learning situation in junior high school. However, the senior one students only studied in senior high school for nearly one month, and their views on senior high school English learning are not comprehensive enough.
In order to further understand the current situation of English teaching transition from junior to senior high school of Guizhou minority areas, the writer visited three senior high schools, they are X, Y and Z senior high schools ofTongren from September to December 2019, and communicated with some students and teachers. After a preliminary understanding of the relevant situation, questionnaires and interviews were conducted to meet the actual situation of the English teaching transition from junior to senior high school of Tongren. the questionnaire and interview were mainly divided into student volumes and teacher volumes. Among them, the teachers included some junior high schools and senior high schools English teachers. At the same time, the writer also went into the classroom with the selected English class teachers to observe and record the teachers' teaching behaviors and students' learning in the classroom, which lays a foundation for putting forward the English teaching transition strategies for the senior high schools in Guizhou minority areas.
In the study on the transition of English teaching between junior high school and senior high school, some English teachers of the junior high school and senior high school and students are the main research subjects. Therefore, in the study of the current situation of English teaching transition between junior high school and senior high school, we should focus on analyzing the practical problems existing in teachers' teaching and students' learning.
4.1Questionnaire Results and Discussion
4.1.1Basic Information of Students
 
 
Figure 4.1 Male to female proportion of students in the questionnaire
 
90.00%
7n nn% 77.31%
cn no%
cn AH%
 
HU.UU/b
30.00%
2。00% 22.69%
1 n AHO/
 
 
丄 u.uu/o
c nno/
Han ethnic group Ethnic minority groups
 
Figure4.2Proportionof ethnic minority students in the questionnaire
According to Figure 4.1 and Figure 4.2, the proportion of male students is 54.17%, and that of female students is 45.83%. The proportion of ethnic minority students is 77.31%, while the proportion of Han students is 22.69%. It can be seen that, firstly, the proportion of males and females in Guizhou minority areas is quite equal, almost half of them. Secondly, the number of minority students in the region is the majority, and the Han students only account for a small part, this is very much in line with the requirements of the study subjects.
 
 
 
4.1.2 Students' English Learning Situation
35.00% 32^79fr
Figure 4.3 Students'English scores inthe academictest for the junior high school
students
Figure 4.4What do students think oftheir English scores
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Table 4.1 Students'English learning situation in junior high school
Options Subtotal Percentage
The context of the knowledge is clear, there are your own ways to learn English, high test scores are the result of strong English ability 12 5.56%
Understand what you have learned, understand some learning methods, and test scores are directly proportional to your English ability 78 36.11%
Only understand part of the knowledge, no
learning methods, test scores and how much is proportional to the
number of questions 77 35.65%
Don't know what they are learning and how to learn English at all 49 22.69%
Total 216 100%
 
 
Table 4.2 Students'English learning situation after entering senior high school
Options Subtotal Percentage
There is no difficulty in learning new knowledge, and the learning methods are still applicable in the senior high school, and the performance is stable 15 6.94%
Learning new knowledge is difficult, do not know how to use learning methods, grades are not stable 96 44.44%
There are great
difficulties in learning new knowledge. The more you learn, the more disorderly you are. The knowledge points are confused 42 19.44%
There are too many knowledge points that you don't understand. You don't know how to learn English 63 29.17%
Total 216 100%
 
 
Figure 4.5 The biggest problem that students think they have in English learning
 
Generally speaking, we divide students'test scores into four grades: excellent, good, medium and poor. As shown in Figure 4.3, among the students selected in this questionnaire, the proportion of students with excellent English scores in The Academic Test for the Junior High School Students is 10.19%; the proportion ofstudents with good grades is 26.39%; the proportion of students with medium grades is 32.87%. Another 30.56% of the students failed The Academic Test for the Junior High School Students of English subject. It can be seen that students in Guizhou minority areas generally have a weak English foundation.
Regarding students' English learning in junior high school and senior high school, we can see from Table 4.1 and Table 4.2 that students in English learning in junior high school can achieve that the context ofthe knowledge is clear, there are their own ways to learn English, high test scores is the result of strong English ability. In senior high school English learning can do that there is no difficulty in learning new knowledge, the learning method is still applicable in senior high school, and the grades are stable is only 6.94%.
By comparing Table 4.1 and Table 4.2, we can also find that after students entering senior high school, as the difficulty of learning English in senior high school increases, the difficulties they face in learning English become more and more stressful. The so-called teaching is composed of the “teaching” of teachers and the “learning” of students. That is to say, the English teachers in Guizhou minority areas only combine
their own teaching with the actual learning situation of English teaching transition between junior high school and senior high school, and to analyze, and to teach students in accordance with their aptitudes. Only in this way can they do a good job in English teaching.
4.1.3Students' Interests and Attitudes Towards English Learning
Table 4.3 Students' interest in English learning
Options Subtotal Percentage
From junior to senior high school, I have always been interested in English 59 27.31%
No interested, just
because it's very
important 30 13.89%
Interested in junior high school, but diminished after entering senior high school 64 29.63%
Not very interested in junior high school, and completely disinterested after entering senior high school 63 29.17%
Total 216 100%
 
 
 
 
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
52.31%
Figure 4.6 Students'understanding ofthe importance ofEnglish learning
Figure 4.7 Students' attitudes toward English learning
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Too much to remember anc| poor memory、 13%
 
 
 
 
Lack of learning
methods
41%
Not interested in
I ear ning English
16% W
 
 
 
 
Figure 4.8 Students' confidence inEnglishlearning
 
 
 
 
 
 
 
 
 
 
 
 
 
 
Figure 4.9 The key factors that students think determine whether they can learn
English well
People often say that “interest is the best teacher”, but in actual teaching, some English teachers often do not pay attention to the cultivation of students' interest in English learning. Wang Jun (2010) believed that students are the main body and intrinsic factor of teaching activities, because only teachers can take students as the center and give full play to students' subjective initiative in teaching, which is a powerful guarantee for improving teaching quality and completing teaching tasks. It can be seen from Table
4.3that from junior to senior high school, the proportion of students who have always
been interested in English is only 27.31%; while that of students who are not interested in English learning, just because “it is important” accounts for 29.17%. According to Figure 4.6, 52.31% of students think that “English is important, but they don't learn well”. To sum up, to a certain extent, it can be explained that some English teachers in Guizhou minority areas have not been successful in cultivating students' interest in English learning, and teachers should pay more attention to it.
4.1.4Students' Methods and Habits of English Learning
 
 
 
 
 
 
Figure 4.12 Students'habits of English learning
 
 
 
Figure 4.13 Students'favorite way of English learning
 
 
Table 4.4 Students' habits of memorizing words or texts
Options Subtotal Percentage
Memorizing words and texts at a fixed time every day 54 25%
 
Not every day, but there is a plan and a regular schedule of time and content 91 42.13%
Do not regularly
memorize words and texts 45 20.83%
There are no regular
patterns and plans 26 12.04%
Total 216 100%
 
Good learning methods and learning habits are the key to learning a subject well (Bi & Liu, 2015:28). Therefore, during the critical period when students transition from English learning in junior high school to senior high school, teachers help and guide students to develop good learning methods and habits are very important.
As for the channels of students' English learning, figure 4.10 shows that about 34.26% of the students in Guizhou minority areas learn English through the combination of internal and external lesson, which is very commendable. Because only when the students listen carefully in class and review in time, the efficiency and effectiveness of their learning is the highest. However, 52.31% of the students mainly rely on the explanations of the teachers in the class, but they can't review in time after class. This is unwise, because to learn English well in senior high school, it's far from enough to rely on the teacher's 45 minute knowledge in class.
Regarding students' English learning habits, Figure 4.12 shows that only 19.91% of the total number of students can do both preview and review. As we all know, the preview before class can help students have a clear understanding of the knowledge they are going to learn, and be targeted. Only when the preview is done, can they be more motivated to interact with the teacher during the class. Review after class can help students consolidate the day in time and will not forget what they have learned soon.
As for the way students learn English, Figure 4.13 shows that the students' favorite way to learn English is through listening English songs and watching English movies.
The difference of students between who are in developed regions and Guizhou minority areas, due to various conditions and restrictions, such as, they can't learn English by listening to English songs or watching British and American TV series, and so on. Regarding students' habit of memorizing English words or texts, Table 4.4 shows that 42.13% of students do not memorize English words or texts every day, but there is a plan and a regular schedule of time and content.
4.1.5Comparison of English Learning Between Junior High School and Senior High School
In order to further understand the changes of students' English learning situation from junior to senior high school, and explore the various factors that caused students not to adapt to English learning in senior high school, the author conducted a comparative study on the English learning situation of students between junior high school and senior high school.
Table 4.5 Students'views on the difficulty of English learning between junior high school
and senior high school
Options Subtotal Percentage
Senior high school
English is a little more difficult, but quickly adapt 15 6.94%
Senior high school
English is much more difficult, but it can be solved through my own efforts 54 25%
Senior high school
English is more difficult than my ability to learn, I need the help of my 78 36.11%
 
 
teachers and classmates
Senior high school
English is more difficult than I can bear and I don't know how to start. 69 31.94%
Total 216 100%
 
 
Writing Vocabulary
23% 23%
 
 
 
^p^akthg-
Reading
13% Grammar
32%
 
 
 
 
Figure 4.14 Students' difficulties in senior high school English learning
 
 
Figure 4.15 What English skills that students think are most useful for senior high school English learning
 
 
 
Figure 4.16 Main deficiencies in learning English after entering senior high school
 
 
 
 
teaching transition from junior to senior high school
Table 4.6 The way that students want to do the courses of English teaching transition
from junior to senior high school
Options Subtotal Percentage
Take the transition course before doing senior high school course 62 28.7%
The transition course and senior high school course are carried out at the same time 53 24.54%
In the form of elective courses, students in need are admitted 21 9.72%
 
Review and consolidate junior high school
English textbooks, check for omissions and make up for deficiencies. 80 37.04%
Total 216 100%
 
In this part, the writer mainly want to investigate students' opinions on junior high school English and senior high school English in Guizhou minority areas.
It can be seen from Table 4.5 that 31.94% of the students think that the difficulty of English learning in senior high school has exceeded their learning ability, and they need the help of teachers and classmates. According to what the writer knows, a lot of students in Guizhou minority areas have a weak foundation in junior high school English, so it is normal for them to feel discomfort in senior high school English learning.
According to Figure 4.13, grammar is one of the most difficult language skills for students to learn English well in junior high school. However, after students entering senior high school, it is shown by Figure 4.14, reading is the most difficult language skill for students. By analyzing the English Curriculum Standards in Compulsory Education (2011 Edition) and Ordinary Senior High School English Curriculum Standards (2017 Edition) and English textbooks for junior high school and senior high school, it can be found that the demands for students' English level are getting higher and higher, and students feel that English learning becomes more and more difficult is normal.
According to Figure 4.14, it can be found that for students, the difficulty of grammar skill is second only to that of reading skill, which is the second most difficult English language skill. In the actual investigation, the writer also found that some students don't even know the English subject, predicate and object, and the grammar items are not clear.
As shown in Figure 4.15, 43.06% of the students think that rich vocabulary is the key factor that affects whether they can learn English well or not. As an English teacher, if you want students to be good at English, vocabulary is the foundation. Just like building a house, a large number of words are the “bricks” needed to build a house. As shown in Figure 4.17, 81.48% of students think that the course of English teaching transition from junior to senior high school is necessary, which also shows that students are eager to learn English well. According to Table 4.5, 37.04% of students think the best way to learn English is that “review and consolidate junior high school English textbooks, check for omissions and make up for deficiencies”.
4.1.6Comparison of the Classroom Observation Records of English Teaching Transition from Junior to Senior High School in Experimental Classes
According to Lu Ziwen's (2010) point of view, the classroom observation records can be divided into four dimensions, which are stages and time, teacher's activities, students' activities, and suggestions and comments. Referring to the classroom teaching evaluation form of Shiqian Senior High School in Guizhou Province, we can evaluate classroom teaching from the aspects of teaching objectives, learning conditions, learning guidance and teaching regulation, student activities, classroom atmosphere, teaching effects and others.
In order to be able to more deeply and comprehensively analyze and explore the English teaching classrooms of the senior one in the minority areas of Guizhou Province, and obtain more real classroom teaching information, the writer first formulated a classroom observation plan for the English teaching transition from junior to senior high school in Guizhou minority areas. Then took the classroom teaching evaluation form of Shiqian Senior School in Guizhou Province as a reference, from September to December 2019, teachers of the experimental classes were observed and evaluated four times in classroom activities on the 15th of each month.
Table 4.7 The classroom teaching evaluation table
Options Evaluation content Scor e
Teaching objectives Meet the requirements of the course standard and the actual degree of learning 12
Degree of operability
 
 
Learning conditions Creation of learning environment 12
Management of learning resources
Learning guidance and teaching regulation The scope and effectiveness of the study guidance 12
Effectiveness of teaching process regulation
Students' activities Students' attitudes towards participation in activities 22
The breadth of students' participation in activities
Depth of students' participation in activities
Classroom atmosphere Looseness of classroom atmosphere 12
Harmony in the classroom atmosphere
Teaching effectiveness Achievement of teaching objectives 22
Problem-solving flexibility
The mental state of teachers and students
Other aspects The items and points that the reviewers think should be added 8
Total score First time Second time Third time Fourth time
66 73 87 95
Note: 80-100 points are excellent, 70-79 points are good, 60-69 points are qualified
Table 4.7 shows that with the continuous advancement of the English teaching
 
transition courses from junior to senior high school, English teachers in experimental classes paid more and more attention to the control of classroom teaching. The total score of classroom teaching evaluation has risen from 66 to 95 points. Most students have gradually transitioned to English learning of senior high school, and the progress of students' English scores is very obvious. It can be seen that only the senior one English teachers fully realize the importance of effective control of English classroom teaching, can effectively help students transition from junior to senior high school English learning, Students' interest and enthusiasm in learning English will naturally be stimulated.
4.1.7Comparison of Teaching Effectiveness of English Teaching Transition from Junior to Senior High School in Senior One Classes
In order to further verify whether the transition of English teaching between junior high school and senior high school is helpful to the English learning of senior one students in Guizhou minority areas, the writer made a comparison between the pretest and post-test in the six classes of X, Y and Z senior high schools in Tongren. Classes 5, 9 and 13 of senior one are the experimental group, and classes 1, 10, and 11 of senior one are the control group. The pretest is mainly carried out one month after the beginning of senior one, while the post-test is mainly carried out at the end of the semester. The purpose of the pretest is mainly to understand whether there is a significant difference in the English scores of the experimental classes and the control classes. The purpose of the post-test is mainly to test whether the student's English score has been improved through the course of English teaching transition from junior to senior high school. In order to help senior one students to adapt to the English test in senior high school, the test questions designed by the writer are the same as those in senior one English test. The total score of this test is 150 points, mainly divided into objective and subjective questions.
Table 4.8 Comparison of pre-test of students in six classes
Options Class 5 Class 9 Class 13 Class 1 Class 10 Class 11
Average score 78.29 56.75 49.85 81.75 56.70 45.09
Pass rate 20.75% 7.14% 1.92% 25.93% 1.75% 0
Excellent rate 0 0 0 0 0 0
 
 
Table 4.9 Comparison of post-test of students in six classes
Options Class 5 Class 9 Class 13 Class 1 Class 10 Class 11
Average score 106.03 86.10 68.00 104.62 76.76 54.94
Pass rate 89.09% 43.64% 18.87% 87.27% 35.71% 12.96%
Excellent rate 21.82% 5.45% 1.89% 12.73% 1.79% 0
 
 
Table 4.10 Comparison of pre-test and post-test of students in six classes
Options Class 5 Class 9 Class 13 Class 1 Class 10 Class 12
 
Average score 27.74 29.35 18.02 22.87 20.06 9.85
Pass rate 68.34% 36.50% 16.95% 61.34% 33.96% 12.96%
Excellent rate 21.82% 5.45% 1.89% 12.73% 1.79% 0
 
The statistical results in Table 4.8, Table 4.9 and Table 4.10 show that after one semester's study, senior one students from three senior high schools in Tongren of Guizhou Province, have improved their English scores significantly more than those who have not conducted the courses of English teaching transition from junior to senior high school. We can draw a conclusion that the courses of English teaching transition from junior to senior high school are very helpful for students in Guizhou minority areas to learn English. Maybe for senior one English teachers and students, the courses of English teaching transition from junior to senior high school have spent nearly one month of their valuable English learning time, but there is no doubt that the courses will help students' long-term development.
At the same time, we can also see or hear that some senior high school English teachers ignore the importance of English teaching transition courses between junior high school and senior high school English teaching. They think that these courses have no help or significant effect on students' English learning. Of course, it is not ruled out that some senior high school English teachers have no clue and don't know how to effectively carry out the English teaching transition courses from junior to senior high school. Therefore, the writer believes that senior high school English teachers should attach great importance to the courses.
4.2Interview Results and Discussion
In order to further understand the current situation of the transition of English teaching in junior high school and senior high school in Guizhou minority areas, based on interview of English teachers in the junior high school and senior high school, and interview on English learning of senior one students. Firstly, the writer interviewed some English teachers in three senior high schools in Tongren of Guizhou Province. Secondly, with the guidance and help of three senior high school teachers, the writer interviewed some senior one students to provide more authentic information for this study.
In order to make the data collected in this study more extensive, the writer also interviewed some junior high school English teachers of Tongren.
4.2.1Interview Results and Discussion of English Teachers in Junior and Senior High Schools
Interview 1: Have you ever paid attention to the English teaching transition from junior to senior high school?
During the interview, the writer found that there are several problems in the transition of English teaching from junior to senior high school in Guizhou minority areas. Firstly, most senior high school teachers have a strong awareness of transition in English teaching from junior to senior high school, they know that the English teaching transition courses from junior to senior high school are very important, but they worry about that they can't catch up with the teaching schedule. Secondly, some teachers want to do the English teaching transition courses from junior to senior high school, but they don't know how to do, that is, they don't know what or how to teach. Thirdly, a small number of teachers have a weak awareness of English teaching transition between junior high school and senior high school, they think that the English teaching transition courses from junior to senior high school are not important.
Table 4.11 Analysis of the proportion of the academic test for the junior high school
students in Tongren
Source of test
papers Test papers Percentage Score
Original 47% 70
Adaptation of test directions 13% 20
Textbook adaptation 33% 50
Extracurricular adaptation 7% 10
The degree of difficulty of test papers Easy level 70% 105
Intermediate level 20% 30
Upper level 10% 15
 
Score ratio of test
papers Grade Seven 45% 68
Grade Eight 45% 67
Grade Nine 10% 15
 
As shown in Table 4.11, the writer has reviewed and counted The Academic Test for the Junior High School Students of Tongren in Guizhou Province in the past three years and found that the proportion of English textbooks in junior one and junior two is about 45% respectively, while that in junior three is only about 10%. Due to these factors, many junior high school English teachers only pay attention to the contents of junior one and junior two English textbooks, not to the junior three, and even some teachers give up the teaching of junior three English textbooks directly or only teach some important words or phrases. In fact, this is a very wrong approach, and it will have a serious adverse effect on students' future learning.
Interview 2: (For Senior high school English teachers) Does the school have specialized training for the transition of English teaching between junior high school and senior high school? If so, what kind of training do you want to receive?
Most of the teachers in the three senior high schools in Tongren who participated in the interview with the writer said that so far, they have not received any special training on the transition of English teaching between junior high school and senior high school. If there is relevant training in the future, the training they hope to receive can be summarized into the following two points: First, in the process of transition of English teaching, teachers should teach students what knowledge points. Second, for senior one students, how should teachers organize teaching so that students can adapt to senior high school learning as quickly as possible.
It shows that the teachers in Guizhou minority areas are very concerned about the teaching of English transition between junior high school and senior high school, but they are suffering from the problems of not knowing what to teach and how to teach, so the teaching of English transition in this area is not well carried out or not carried out.
Interview 3: Have you carefully studied the English Curriculum Standards in Compulsory Education (2011 Edition) and Ordinary Senior High School English Curriculum Standards (2017 Edition)?
Most junior high school English teachers said that they had heard of English Curriculum Standards in Compulsory Education (2011 Edition), and they had seen it in the teaching reference books, but few of them had studied it carefully. Most junior high school English teachers have never paid attention to the Ordinary Senior High School English Curriculum Standards (2017 Edition). Compared with junior high school English teachers, most senior high school English teachers have basically studied the Ordinary Senior High School English Curriculum Standards (2017 Edition), but few senior high school English teachers pay attention to the English Curriculum Standards in Compulsory Education (2011 Edition).
It can be concluded that junior high school English teachers are concerned with junior high school English teaching, senior high school English teachers only focus on senior high school English teaching. Junior high school English teachers and senior high school English lack the necessary communication. Obviously, this is not conducive to the development of English teaching transition between junior high and senior high school. Interview 4: Have you ever systematically learned junior high school and senior high school English textbooks?
Teachers have different opinions on whether junior high school English teachers should systematically study senior high school English textbooks or whether senior high school English teachers should systematically study junior high school English textbooks. Most English teachers said that senior high school English teachers do not need to study junior high school English textbooks, and junior high school English teachers do not need to study English textbooks for senior high school, because even if they have learned, which will not be used in teaching. There are a few teachers said that they should develop a habit of lifelong learning; secondly, for the long-term development of students, they should be targeted in teaching, so they should study junior high school English textbooks or senior high school English textbooks.
Interview 5: Have you ever participated in teaching and researching activities in junior high school and senior high school English? If so, what do you think you can learn from it? If not, do you think it is necessary to participate?
It is very important for teachers to hold teaching and researching activities regularly. Through teaching and researching activities, teachers can not only find their own teaching deficiencies, but also gain a lot of valuable experience from other teachers, which is also very beneficial to the development of their future teaching. Through investigation, it can be found that, it is very rare for senior high school English teachers to participate in junior high school English teaching and researching activities. Why would such phenomenon happen? First, the current situation of junior and senior high school separation makes it difficult for junior high school and senior high school English teachers to have the opportunity to conduct teaching and researching activities together. Second, many junior high school English teachers think that participating in senior high school English teaching and researching activities is not useful, and many senior high school English teachers think so.
Interview 6: (For Senior high school English teachers) In the initial stage of senior one English teaching, what aspects do you focus on to train students?
After The Academic Test for the Junior High School Students, senior one students have not learned English for nearly two months. Senior high school English teachers worry about whether students forget the junior high school English knowledge or not. After the beginning of senior high school, English teachers usually pay more attention to the students' English foundation, but the only reference is the students' English scores of The Academic Test for the Junior High School Students. At the beginning of senior high school English teaching, most English teachers will conduct the English transition courses for three weeks to four weeks, mainly explain some English key grammar knowledge of junior high school, and then start senior high school English teaching. However, some English teachers do not consider it necessary to conduct the courses of English teaching transition between junior high school and senior high school. Interview 7: What do you think the main problems in your English teaching?
Generally, most of the students are active in junior high school English class. They are very interested in English and are willing to answer the teacher's questions actively and interact with the teacher, and the English classroom atmosphere in that period was very active. However, the logical thinking of junior high school students is relatively poor, and they can not understand the relatively abstract grammar knowledge very well. For example, when the teacher explains the sentence pattern of “there be”, in general, the teacher will interpret this sentence pattern as “there is something somewhere”, but some students think it should be expressed with “have”. After class, when students encounter knowledge points they don't understand or problems they can't do, they often actively ask teachers for help.
The learning atmosphere of senior high school English classroom is very different from that of junior high school. In general, the teaching tasks of senior high school English teachers are very heavy, and the difficulty of students'learning is high. Therefore, the learning atmosphere of English classroom in senior high schools is relatively dull. Interview 8: Have you paid attention to the cultivation of students' English learning habits and strategies?
At present, more and more English teachers are paying attention to students' English learning habits and learning strategies, because this is the key to students' good English learning. Most junior high school English teachers believe that for some junior high school students in Guizhou minority areas, their English learning habits have not been formed, mainly rely on English teachers to lead them to learn. And there are basically no learning strategies for junior high school students. Students can do whatever the teacher asks them to do.
When students go to senior high school, with the increase of subjects, the time arrangement of English subject is relatively less, which means that the opportunities and time for teachers to give guidance to students are also reduced a lot, and teachers begin to think about how to cultivate students'good English learning habits and strategies. Interview 9: What kind of teaching assessments do you usually adopt?
In education and teaching, educators usually use the teaching assessment method of summative assessment to evaluate students' learning. In recent years, although the teaching assessment method of formative assessment has been mentioned, but in practical teaching it is still dominated by summative assessment.
In the three senior high schools in Guizhou minority areas that the writer visited, most English teachers stated that their teaching evaluation method was mainly summative assessment, and few teachers used formative assessment. First, teachers do not understand the formative assessment consciously, and do not really understand the positive impact of formative assessment. Second, whether in society or in the ideological consciousness of teachers and student parents mainly focus on scores. It still has a great impact on them. At the same time, many scholars have proposed to combine summative assessment with formative assessment, which is also a good method of teaching assessment.
Interview 10: ( For senior high school English teachers) What do you think of the current situation of English teaching transition between junior high school and senior high school? What are the countermeasures?
Throughout the current situation of English teaching transition between junior high school and senior high school in China, there are many scholars have put forward different solutions, but it's not perfect. In recent years, with the continuous development of education in minority areas, teachers have begun to pay attention to the problem of English teaching transition between junior high school and senior high school. During the interview, the writer found that due to the reason that Tongren's junior high school and senior high school is running separately, most junior high school English teachers are not very clear about the specific situation of the English teaching transition between junior high school and senior high school. Their teachers only heard that after their students went to senior high school, there were problems in English learning, but they did not know how to help them.
For senior high school English teachers, they have to face the problem of English teaching transition. As 90% of the knowledge points of the English test questions in Tongren City come from the English teaching textbooks of junior one and junior two, many junior high school English teachers focus on the English teaching textbooks of junior one and junior two, while the English textbooks of junior three are not well taught. Once students go to senior high school, there will be a break-down of knowledge, so the students' English learning in senior high school will not be smoothly transitioned soon. Many teachers think that the reason why there is a problem in English teaching transition between junior high school and senior high school is that students do not learn basic grammar knowledge well in junior high school. Therefore, in the two weeks of English teaching transition courses from junior to senior high school, most of the English teachers' teaching contents are mainly to help students review and explain junior high school grammar knowledge.
4.2.2Interview Results and Discussion on English Learning of Senior One Students
Interview 1: Do you adapt to senior high school English learning? If not, in what ways?
Except for a very small number of students who can adapt well to senior high school English learning, most students found it difficult to adapt to senior high school English learning. In what ways can it not be adapted? Mainly concentrated in two aspects, namely vocabulary and grammar.
First, in terms of vocabulary. Many students said that in junior high school, there were relatively few English words to remember every day, but the number of English words that need to be remembered in senior high school is much more than that of junior high school, sometimes even more than twice. Junior high school words are relatively easier to memorize, because there are fewer letters in junior high school English, and most of words have memory rules. The number of senior high school English words has not only increased, but many words have no rules to follow. In addition, many senior high school English words are more abstract, difficult to understand, less interesting, and the interest in learning English is greatly reduced.
Secondly, grammar. English grammar in junior high school is much simpler than that in senior high school, teachers usually have less explanation on grammar items. Students can master it gradually through a large number of sentence pattern drills. After they entering to senior high school, English grammar items have increased and become more difficult. Senior high school English teachers are more inclined to explain grammar rules and theories. In addition, due to the tediousness of senior high school English grammar items, many students can not concentrate on them, so that the more difficult it is to learn and understand.
Interview 2: If you are asked to give suggestions to your English teacher, what suggestions will you give to your teacher to help you adapt to the English learning in senior high school as soon as possible?
First, in the early days of the new term, the school can organize some lessons on the English transition between junior high school and senior high school for the students, so that the students can be psychologically prepared. Second, the English teachers can think as much as possible for students, such as whether students can adapt to senior high school English learning, slow down the pace of lectures, and so on.
Interview 3: Do you think senior high school English is the same in junior high school? If not, what are the differences between them?
Undoubtedly, as the students said, junior high school English is different from senior high school English, and even beyond their imagination. Firstly, senior high school English learning is more difficult in than junior high school English, and for some students with weak foundation, it has exceeded their limits, even some students gave up learning English. Secondly, with the increase of subjects in senior high school, the time for students to learn English is reduced, and students need to finish the courses taught by the teacher in a limited time, so it is necessary to improve the learning efficiency. Interview 4: Do you think the courses of English teaching transition from junior to senior high school will help you a lot?
For some classes, they did the courses of English teaching transition from junior to senior high school, most of the students think it is very helpful to their English learning in senior high school. Many students believed that the courses of English teaching transition can not only help them review the important knowledge of junior high school English, but also more importantly help them adapt to senior high school English courses. For example, how to adapt to their teachers' teaching of senior high school English, how to adapt to senior high school English learning. And guide students in learning habits and learning methods, these are very useful for students.
Chapter Five Conclusion
Ministry of Education of the People's Republic of China (2010) proposed that strengthen the leadership of China's minority areas, comprehensively implement the Communist Party of China's minority policy, and effectively solve the special difficulties faced by the development of education in ethnic minorities and minority areas. It can be seen that our country attaches great importance to education in minority areas. As an English teacher, how to do a good job in English teaching transition between junior high school and senior high school in Guizhou minority areas is a problem that we must face and think about, and it is our bounden responsibility. Although many scholars have previously put forward different opinions on how to improve the transition of English teaching in the junior high school and high school, most of them are proposed for schools in the more developed areas of eastern China, few scholars have conducted experiments on the minority areas.
5.1Research Findings on the English Teaching Transition from Junior to Senior High School
The empirical research on the current situation and countermeasures of English teaching transition from junior to senior high school in Guizhou minority areas, which lasted for nearly four months, finally came to an end. In general, there are both good aspects and urgent aspects to be improved and strengthened. Two aspects are elaborated:
(1)The aspects of English teaching transition from junior to senior high school are well done:
In the process of English teaching transition from junior to senior high school in Guizhou minority areas, most teachers paid great attention to reviewing, summarizing and consolidating the basic knowledge of English at the junior high school, which mainly involves vocabulary and grammar in junior high school English learning.
(2)The aspects of English teaching transition from junior to senior high school that need to be improved and strengthened:
First, some senior high school teachers believe that the English teaching transition from junior to senior high school is not very important, and there is no need to do it.
Second, some senior high school English teachers believe that the English teaching transition from junior to senior high school is just to help students consolidate the knowledge of junior high school English.
Third, some senior high school English teachers lack the consciousness of psychological guidance to students, causing some senior one students to be afraid of learning English with senior high school, which seriously affects their learning.
Fourth, some senior one English teachers only teach students “what to learn”, but not “how to learn”. Students can only learn what teachers have taught, but they cannot get started when they encounter knowledge that teachers have not taught. There are even some students who do not have the guidance of their teachers, which leads to inefficient learning.
(3) Regarding the reasons for the unsmooth transition of students' English learning from junior to senior high school, the writer summarizes the following reasons through the results of questionnaires and interviews:
First, from the perspective of students, students have a weak foundation in junior high school English, and even some students have given up learning English in junior high school.
Secondly, in the junior high school English learning, most students have good English learning scores, and they also like English very much. However, after attending senior high school, their English scores have dropped sharply, thus gradually losing interest in learning English.
Third, some students said that they prefer the English teaching and learning methods in junior high school. They even think that the English learning method in junior high school is completely unsuitable for English learning in high school.
Fourth, although after a period of study, students also have a certain understanding of their school, but for them, the new learning environment and living environment are also challenges for them.
(4) Regarding the English teaching transition from junior to senior high school in Guizhou minority areas, during the interview, the writer also found that the English
teachers in the senior high schools in the area had the following problems:
First, most senior high school English teachers have a strong sense of English teaching transition from junior to senior high school. They think that the English transition courses are very important, but in order to catch up with the progress of the teaching, worrying that the senior high school new courses cannot be completed and rush to end the English transition courses.
Second, some senior high school English teachers want to engage in English transition courses, but they don't know what to do or how to do.
Third, senior high school English teachers are unfamiliar with junior high school English textbooks or do not know at all.
5.2Countermeasures for English Teaching Transition from Junior to Senior High School
Based on a large number of literature, questionnaires, interviews and classroom observations, the writer conducted many studies on the current situation of English teaching transition from junior to senior high school of the three senior high schools of Tongren. The empirical research on the problems exposed in the process of teaching transition, the writer put forward his own views on how to do a good job in the transition of English teaching in the senior high schools in Guizhou minority areas. In this process, the writer tried to adapt to local conditions and propose some practical solutions. The following are suggestions from the writer on how to improve the effectiveness of the teaching of English teaching from the junior to senior high schools in Guizhou minority areas:
(1)Improving teachers' awareness of English teaching transition from junior to senior high school
Teachers are the organizers and leaders of classroom teaching. The teaching concept of English teachers will have a great impact on students. The strength of their transition awareness is directly related to whether the efficiency of the senior high school English teaching can be really improved. Therefore, the senior high school English teachers should thoroughly study the English textbooks and curriculum standards of the junior high school English, understand the English learning level of junior high school students and the solid situation of knowledge mastery, and truly “prepare teaching materials and prepare students.” At the same time, the senior high English teachers should also go deep into the junior high school English class and take the initiative to communicate and cooperate with junior high school English teachers, so as to find a good English teaching transition between junior high school and senior high school.
From what we discussed before, maybe we can draw a conclusion that there are still some senior high school English teachers in Guizhou minority areas who are lack of awareness of transition teaching from junior to senior high school, so they need to improve their awareness of English teaching transition.
(2)Creating a good English learning atmosphere
Creating a good English learning atmosphere, stimulating students' interest in learning, and letting students experience and feel the charm and value of English language is an effective way to improve the efficiency of English teaching. The influence of the advantages and disadvantages of the environment on human development is enormous, and creating a good learning atmosphere is very important for a class (Zhou Jiping, 2017). According to the interview with some senior one teachers from three senior high schools in Tongren, the main reason for the unsmooth between junior high school and senior high school in minority areas is the students' fear of senior high school English, and the second is the students' lack of interest in English learning.So how to help students overcome the fear of senior high school English, how to create a good English learning atmosphere to stimulate students' interest in learning English, should be the focus of teachers.
(3)Choosing appropriate teaching strategies
For senior high school English teachers, it is very important for them to choose appropriate teaching strategies if they want students to make a smooth transition from junior high school English to senior high school English. For example, Amina Dyussenova and Wang Xiaoqing (2010) believed that in the English teaching of primary and secondary schools, game teaching is not only a teaching method, but also an important teaching activity. Although game teaching is now widely used in English teaching in primary and secondary schools, many people still have misunderstandings about game teaching. There are three main misunderstandings: first, games are low-grade teaching activities, which are not applicable for the secondary school students; second, game teaching belongs to a leisure activity other than learning, which is a waste of time for high school students; third, game teaching is only a means to promote learning, and has no other effect.
In fact, the application of game teaching to senior high school English teaching can promote students' acquisition of western culture. Therefore, when teachers choose game teaching, they should fully consider the western cultural background knowledge behind the game and promote students' learning of western cultural background knowledge in order to meet the training of cultural awareness and international vision.
(4)Strengthening the guidance of students' learning strategies
People hold different views on how to learn English. Some people think that they can learn English well by watching English movies, listening to English songs and communicating directly with foreigners face to face. Others prefer to learn English by gradually improving their English language ability through English reading and writing. So, which is the best way to learn English? Effective use of learning strategies can help improve the effectiveness and efficiency of learning English. Different people have different learning strategies. In fact, there is no so-called “best way”, for students from Guizhou minority areas, what is best for them is the best.
According to Reid, language learners can be divided into eight different types: visual learner, auditory learner, tactile learner, kinesthetic learner, group learner, individual learner, writeritative-oriented learner. The best learners know what they want or should learn, how to learn, and how to solve problems. Since the general goal of Ordinary Senior High School English Curriculum Standards (2017 Edition) covers learning strategies, so every English teacher has the responsibility and obligation to help students develop effective learning strategies to improve their learning outcomes and lay the foundation for their lifelong development.
Last but not least, the training of learning strategies focuses on the learning process and the problem of “how to learn, not what to learn”.
(5)Reforming the mode of teaching evaluation
According to different standards, teaching evaluation can be divided into many different ways. Generally speaking, in China's primary and secondary education, the evaluation methods usually used mainly include three types: testing, evaluation and evaluation. Among them, the evaluation method includes testing, but it is not only testing, but the mode of teaching evaluation is divided into summative assessment and formative assessment. The summative assessment is mainly based on testing and is usually conducted at the end of a learning phase or at the end of each academic year. Formative assessment is based on the collection of learning information in the teaching process, and the evaluation of problems in teaching is carried out in time to improve the teaching of teachers and the learning of students.
90.00% 8S4O96—
 
Figure 5.1 Students'views on whether scores can fully reflect their all-round development
 
70.00%
60.00%
50.00%
40.00%
30.00%
20.00%
10.00%
0.00%
Figure 5.3 Methods of assessment that students expect
(The above figures are selected from General High School New Curriculum Training Manual: Ideas and Innovation of the New Curriculum:118-119)
In a survey on senior high school students evaluation, 85.4% of students believed that scores alone could not fully reflect their development status (Figure 6.1); 61.9% of teachers (and principals) believed that scores could basically reflect student development status (Figure 6.2); and students expect more ways to judge their development status (Figure 6.3). The above figures show that although teachers (and principals) believe that the scores can basically reflect the development of students, that is, the test scores of students can basically reflect the students' grasp of the knowledge they have learned. However, students believe that the scores do not fully reflect their development status, and look forward to more evaluation methods to evaluate them. The research shows that formative assessment is conducive to the improvement of students' language skills and the development of students' comprehensive quality. Through formative assessment, we can understand the shortcomings of students in the learning process, understand the goals that have not been achieved, and identify the causes of learning difficulties, so as to improve teaching and learning. However, at present, teaching evaluation (especially test) is often used to find out students' learning deficiencies, which weakens students' learning achievements, which weakens students' learning motivation and self-confidence.
(6)Strengthening the guidance of students' regulatory strategies
After many students entering the senior high school, with the increase of learning subjects and the difficulty of English, it has brought great difficulties to improve and even maintain students' English learning motivation. Therefore, it is especially essential for the senior high school students to use motivational control strategies reasonably to maintain a high English learning motivation.
(7)Doing well in the conversion of backward students
In English teaching, how to do a good job of transforming the backward students is a question that teachers often think about, and it is also a difficult problem that they have to face. Because whether they can do a good job in the conversion of the backward students, it is not only related to the improvement of teachers' teaching efficiency, but also affects the future development of students, and even the students' lifelong development. In Guizhou minority areas, there are many students who can go to college, but because of the problem of tending to go overboard on English, it is very sad that they have no chance to go to their dream universities. So, for the students in Guizhou minority areas, what should teachers do in order to effectively do the conversion of the backward students is a very important issue.
According to Ren Guilian (2008), we can proceed with the transformation of the backward students from two aspects. First, cultivate students' interest in English learning and stimulate their thirst for knowledge. Second, as teachers, they must understand, respect, forgive and kind to the backward students, let them feel the care of the teacher, and achieve the purpose of students' active learning; third, according to the characteristics of senior high school English learning, help students master some scientific learning strategies, thereby improving learning efficiency.
(8)Fully understand the junior high school English textbooks and find commonalities with senior high school English textbooks
First of all, the writer learned from interview with junior and senior high school English teachers that senior high school English teachers are not familiar with junior high school English textbooks or do not know at all. As a result, senior high school English teachers are unable to understand the basic situation of students' learning in junior high school when they do the courses of English teaching transition from junior to senior high school. Such as, which knowledge points have repeatedly appeared in junior high school, which knowledge points are mastered by students, and which knowledge points are difficult for students to master or never appeared, etc.
Secondly, only when the senior high school English teachers are familiar with the junior high school English textbooks can they be targeted and truly guide the students' English learning effectively. Whether it is targeted guidance to students' learning habits or learning methods.
Finally, on the basis of fully understanding the junior high school English textbooks, senior high school English teachers find the commonalities between junior high school and senior high school English textbooks, thus helping students adapt to senior high school English learning more quickly.
(9)Optimize English classroom teaching and improve teaching efficiency
With the reform of National Unified Examination for Admissions to General Universities and Colleges, higher demands are placed on the current senior high school English teaching. English teachers and students are facing many new challenges, especially in the minority areas of Guizhou Province. Due to many reasons, such as the failure to do well in the English teaching transition from junior to senior high school, many students appear to hate learning English. We all know that only optimizing English classroom teaching is the key to improving the quality of English teaching. So how to optimize English classroom teaching and improve classroom efficiency? This is a problem facing many front-line teachers. Therefore, it is imperative to complete teaching tasks perfectly, improve classroom efficiency and optimize classroom teaching.
First, optimize the organization of English classroom teaching. For one thing, create a good classroom atmosphere, which directly affects the exchange of information and emotions between teachers and students, and even affect the entire teaching effect. For another thing, master the teaching rhythm. Classroom teaching is a bilateral activity between teachers and students, and the main body of the activity is students, so the teacher teaching rhythm should be based on the students' situation.
Second, optimize the interpersonal relationship in English classroom. Whether teachers can handle the relationship with backward students, teachers should strive to discover the advantages of students and help them rebuild their confidence in learning English well.
Third, optimize the teaching content. If teachers want to take a good class and write a good lesson plan is the foundation, so teachers need to prepare lessons from three aspects: teaching materials, teaching methods and students.
Fourth, optimize English class homework. Teachers should not only consider quantity when assigning homework to students, but also ensure quality. Classwork is generally divided into three levels, namely basic classwork, improved classwork and top-notch classwork. Students at different levels should be required to complete classwork at different levels.
(10)Integrating the characteristics of Guizhou minority areas with English teaching transition from junior to senior high school
Comparing with the Han ethnic areas, the minority areas in China have the characteristics of relatively backward English teaching conditions and relatively weak teachers. Therefore, in the English teaching transition from junior to senior high school, English teachers need to carry out relevant teaching work in combination with the characteristics of Guizhou minority areas.
First of all, for some students in Guizhou minority areas, English may be the third language that they need to learn, so it is more difficult for them to learn English well. For example, for some Miao students, their traditional language is Miao language. In general, they will not have the opportunity to learn Chinese systematically until go to school. For them, it is very difficult to learn Chinese well. In addition, they are required to learn English well. The learning tasks and difficulties they face are very big. Therefore, these students urgently need English teachers to help them improve their learning methods and improve their learning efficiency.
Secondly, during the interview, the writer found that some students in Guizhou minority areas think that English is not important. They do not think it is necessary to learn English, and even hate to learn English. A small number of students have given up learning English since they went to senior high school, and they are more reluctant to learn English when they went to senior high school. Therefore, English teachers must make students realize that the learning English well is very important, because in National Unified Examination for Admissions to General Universities and Colleges, the level of English scores can even determine whether they will be admitted to the University.
5.3Deficiencies of the Study and Prospects for Future Research
During the writing of this graduation thesis, the writer received strong support from my supervisor and classmates. I especially thank the supervisor for pointing out various problems in this graduation thesis in time, so that this paper can be successfully completed in the end. Although the writer has tried to collect a large amount of information through various channels, due to objective reasons such as relatively short time and limited personal academic ability, the writer knows that there are still many deficiencies in this graduation thesis. I hope that experts and teachers can help Point out the deficiencies of this graduation thesis, and I will do my best to improve it.
If a researcher wants to continue this study or research related to this graduation thesis, the writer hopes that in the subsequent research, the researcher can try to avoid the defects existing in this graduation thesis, use more reasonable research methodology, and put forward more suggestions on the English teaching transition from junior to senior high school in Guizhou minority areas, so as to help more students learn English well and help them realize their dreams.
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