高中英语与大学英语的衔接

The Connection of English T eaching between Middle School

and College

Abstract

As an old saying goes, a good beginning means half success. The first year of college plays a key role in the adaptation from the stage of middle school to college and determines to certain extent the whole study during their college life. However, with the reform of English teaching, the problems produced by the disconnection of English teaching between middle school and college become more obviously. This article briefly introduces the reforms of English teaching in middle school and college, the analysis of disconnection between English teaching in middle school and college, some differences in English learning between middle school and college. Also, it demonstrates some tactics of English teaching connection between middle school and college, and some teaching methods used mainly in college English teaching.

Key word: connection, differences, teaching methods

I. The Reform of English Teaching Model

In order to solve the transition and connection between English in universities and middle schools successfully, and improve students‟comprehensive abilities of using English when they go to universities, English curriculum in universities and middle schools has been carried on a series of reforms to adapt to the demands of social development.

A. The Reform of English Teaching in Middle School

There are some points illustrated in 《The Standard of General English Curriculum in High School》which is issued by National Education Department: 1) English course in high school should be based on students‟cognitive characteristics and their need of study development. We should attaching importance to improving students‟ abilities of getting and dealing with information, and analyzing and solving problems in using English, and at the same time developing students‟ basic abilities of

using English. So students can think and express in English consciously. 2) The key of reform lies in training students‟abilities of applying English language, communicating in English properly, getting and dealing with information, and analyzing and solving problems in using English. 3) In teaching methods, we emphasize the comprehensive language abilities of expressing and communicating through participation, practice and discussion. Also, teachers can do research in teaching and care for students‟demands and development through transferring their roles and ideas. Teachers should choose the approaches fitted for students‟demands and their own teaching features to accomplish their teaching tasks creatively according to teaching objectives.

B. The Reform of English Teaching in College

The Educational Department and the experts of project group draft the 《The Teaching Requirement of English course in College》in 2004, which demonstrate the following points of teaching models clearly. Each college should make the most of the technology of multimedia and Internet and employ the new teaching models to better the past simple teachers-instruction-oriented model. With the support of modern information and Internet technologies, the new teaching models can make English teaching develop into individuation and self-study without the limitation of time and places. From the above requirements proposed by National Education Department, the most vital point is students‟formation of individuation study and the training of their self-study‟s abilities. Changes in teaching models are not only the transfer of teaching activities or methods, but of teaching concept which is simply the impartation of knowledge and skills from teachers-centered to students‟-centered study.

II. The current situation of English teaching in middle school and college The reform of middle school English teaching has implemented in some schools early years, and proposed the new teaching models such as “Task-based Method” and “Communication Teaching Method” with the new curricular standards. But actually, in the present pressure of entering a higher school, the majority English teaching still belongs to exam-oriented education, ignoring students‟comprehensive