First, the difference between junior high school English and senior high school English education and teaching
(A) differences in learning content
In junior high school English grammar teaching, more attention is paid to comprehensive teaching, and the grammar concepts involved in teaching are usually comprehensive, not specific and in-depth, and there are relatively few targeted assessment points in grammar. In terms of vocabulary, junior high school English vocabulary is small, and the requirements for students to master vocabulary are relatively low, generally around 2000 [3-4]. At the same time, it is difficult to remember and understand words, and most of them need to be memorized. In the understanding of articles and sentences, junior high school English text learning pays more attention to simple sentences, and the understanding is relatively simple.
In grammar teaching, senior high school English pays more attention to extending the breadth and depth of grammar knowledge on the basis of junior high school English, and teachers pay more attention to explaining common grammar in the teaching process. In terms of vocabulary teaching, English teaching in senior high schools requires higher vocabulary, which requires not only students to have a vocabulary of more than 4,500 [5], but also students to focus on learning the derivatives of words. In terms of comprehension ability, senior high school English focuses on understanding complex sentences on the basis of simple sentences, and senior high school English also focuses on sentence structure analysis.
(B) differences in teaching methods
In junior high school English class, students can often actively develop and take the initiative to answer questions, and the classroom atmosphere is more active. However, in senior high school English class, there are not many opportunities for students to speak on their own initiative, and the class is boring. The main reason for this phenomenon is that there are differences in English teaching methods between junior and senior high schools. Junior high school English often pays more attention to presenting new knowledge in introduction and other teaching links, and there are various forms of exercises after class. Teachers are better at using games, videos and other ways to mobilize students' learning enthusiasm, encourage students to actively participate, and reflect student-centered. However, in senior high school English classes, teachers usually choose teaching methods according to their own explanations because of too much teaching content, which leads to the situation that teachers talk more and students practice less. Over time, students get used to the passive learning state and gradually lose the enthusiasm and initiative of classroom activities and learning.
(C) the differences between students
In the process of transition from junior high school to senior high school, students' differences in learning thinking and learning enthusiasm will also affect the quality of English teaching. On the one hand, the differences in thinking modes between junior and senior high school students. Junior high school students have a shallow understanding of English learning, and think that English words are simple, grammar knowledge is easy, and there is no problem in understanding short passages. This makes it difficult for him to accept the fast-paced teaching method in high school when he first entered high school, and it is also difficult to change his English thinking mode in time. On the other hand, students lack autonomous learning ability when they first enter high school. The study style with heavy pressure and heavy academic burden leads to their own negative emotions such as nervousness and fear, and it is difficult to adjust their mentality and concepts in time. In the long run, it will lead to the decline of students' learning enthusiasm and initiative, and directly lead to the decline of students' learning ability and academic performance.
Second, realize the effective transition from junior high school English education and teaching to senior high school English education and teaching.
(A) to achieve an effective transition of teaching content
Textbooks are the main basis of English teaching. In order to realize the effective transition of teaching content, senior one English teachers should quickly realize the convergence of English textbooks in junior and senior high schools, which is also the basis for the convergence of English education and teaching in junior and senior high schools. First of all, senior one English teachers should understand the concept of junior high school English cycle, understand the vocabulary and vocabulary difficulty mastered by junior high school graduates, and compare the differences in sentence patterns, vocabulary and grammar in junior high school English learning. Take a senior high school as an example. After freshmen enter the school, English teachers in senior high schools know students' English knowledge through written and oral tests, and clearly know students' current English knowledge level, which lays an important foundation for English teaching in senior high schools. Senior one English teachers should follow the principle of gradual teaching in learning English knowledge such as vocabulary, sentence patterns and grammar, so that students can constantly enrich themselves and improve themselves in the learning process. Secondly, in actual teaching, teachers should always listen to students' feedback, and the content and intensity of classroom teaching should be moderate. Teachers' work is not limited to classroom teaching, but also should reflect on teaching, and make clear what students have learned in staged English teaching, whether the teaching has achieved the expected ideal effect, and what teaching methods and means need to be improved. Only by continuous reflection can problems be found in time, and only by timely improvement can problems be completely solved, which is more conducive to the tacit cooperation between teachers and students in teaching activities. Finally, the knowledge intensity and learning difficulty of English learning in senior high school are higher than those in junior high school, but English is a language of communication after all. Therefore, teachers should pay attention to cultivating students' language understanding and application ability in the usual teaching process. Through the guidance of teachers and students' independent exploration, students gradually master the methods and strategies of English learning in senior high schools, and gradually adapt to the learning rhythm and learning methods, and finally realize complete independent learning.
(B) to achieve an effective change in teaching methods
In the teaching process from junior high school to senior high school, we should adopt various teaching strategies alternately to fully mobilize students' learning enthusiasm. According to students' feedback and acceptance in class, flexible teaching methods can stimulate students' interest in learning English, and really make students learn to learn and be willing to learn. In addition, teachers should stimulate students' thirst for knowledge through various methods and help them build their confidence and interest in learning. In actual teaching, teachers should give full play to their dominant position, mobilize the classroom atmosphere, and give play to the learning enthusiasm of each student. At the same time, we should give full play to students' main role in the classroom and guide them to participate in classroom practice. High school classroom should not only explain the language knowledge and grammar knowledge in a boring way, but also bring "learning".
Take the teaching of life as an example. Teachers should change the traditional teaching strategies, but encourage students to introduce themselves in English before class and communicate with their classmates. The teacher returned the class to the students and encouraged them to express their understanding of the new semester and high school study, and what their ideal high school study was like. Teachers can interact with students after they finish their lectures and mediate the boring classroom atmosphere of traditional high school English. Students' teaching process is more active, and they can also experience the fun of English learning in the new stage.