中文摘要：自2001年教育部开设小学英语教程以来，我国中小学英语教学便存在着严重的相互脱节。小学与中学的英语课堂教学模式差别大，小学课程注重培养学生的兴趣，使学生在玩中学，学中玩；而中学课程比较沉闷，老师在课堂上多数讲解语法，做阅读理解或者完形填空，学生完全处于听取汇报式的学习，课程枯燥乏味，使人失去学习兴趣。教师教学方式的差异是学生失去学习兴趣和自信心的直接原因。两者差异的最根本原因是：小学的教学侧重于兴趣的培养，而中学的教学则侧重于基础落实和能力的培养。这一现象严重阻碍了我国英语教学的发展。同时，无论过多注重玩乐式教学模式，还是仅凭教师一支笔、一块黑板和一张照着课本讲语法的教学模式，都不太利于学生的学习发展。因此，我们应当努力找到中小学英语教学的衔接点，积极采取措施，切实做好中小学英语教学的衔接工作。

本文共分为三个部分：第一部分是选择此课题研究的原因；第二部分是中小学英语教学衔接存在的问题；第三部分是解决中小学英语教学衔接的策略。

关键词: 中小学；英语教学；衔接

 

Contents

Abstract

中文摘要

I Introduction-1

II Reasons for the Study on the Link-up of English Teaching in Primary and Secondary Schools-3

2.1 Paying Attention to the Students' Lifelong Learning and Promoting the Students' Sustainable Development-3

2.2 Avoiding the Repetitive Learning and Improving the Effectiveness of English Classroom Teaching-4

III Problems of the Link-up of English Teaching in Primary and Secondary Schools-5

3.1 No Link-up of Teaching Purpose-5

3.2 No Link-up of Teaching Contents-5

3.3 No Link-up of Teaching Methods-6

3.4 No Link-up of Learning Methodse-6

3.5 No Link-up of Learning Skills-7

IV Solutions to the Problems of the Link-up of English Teaching in Primary and Secondary Schools-8

4.1 Understand the Curriculum Standards and Students' Situation-8

4.1.1 Understanding English Teaching Materials in Primary and Secondary 

Schools-8

4.1.2 Practical Understanding of the Differences in English Teaching Methods in Primary and Secondary Schools -9

4.2.3 Understand the Physical and Mental Development of Students and the Individual Differences in Their English Proficiency-9

4.2. Determining the Articulation Point, Developing Measures, and 

Effectively Grasping the Articulation Work-10

4.2.1 Following the Principle of Gradual and Orderly Progress-10

4.2.2 Paying Attention to Teaching Objectives, Contents and Tasks-11

4.2.3 Laying Stress on Teaching Methods-12

4.2.4 Focusing on the Students' Interest in Learning-14

4.2.5 Attaching Importance to the Students' Learning Habits-15

4.2.6 Giving Priority to the Teacher-student Emotion-17

4.2.7 Developing a Good Model of Teaching Evaluation-18

Conclusion-19

References-20

Acknowledgments-21