Papers are often used to refer to articles that conduct research in various academic fields and describe academic research results, which are referred to as papers for short. It is not only a means to discuss problems in academic research, but also a tool to describe academic research results in academic exchanges. Including academic papers, graduation papers, dissertations, scientific papers, achievement papers and so on. The following are my thoughts on the connection between junior high school and senior high school, which I carefully arranged. Welcome everyone to refer to it, I hope I can help you.
Every year, a large number of junior high school students enter high school, however, they will soon feel a lot of discomfort, especially English subjects. We can always hear such complaints: English class is incomprehensible, listening is too difficult, grammar is too complicated, vocabulary is too large, reading is too deep, and writing is too boring. It can be seen that there are great differences in English teaching between junior high school and senior high school. Therefore, only by connecting English teaching in junior high school and senior high school in the first stage of senior high school can freshmen make a smooth transition to English learning in senior high school.
First, how to connect
(1) Create an atmosphere for teachers and students to face together with a relaxed attitude.
In the process of teaching, teachers should pay attention to communication with students, so that students can eliminate their fear of English learning. Only if you are interested in English, can you keep the motivation of English learning and get good grades. Therefore, creating a relaxed and harmonious learning atmosphere is conducive to English learning. The first unit of compulsory English course for senior one 1 is "friendship", which is a theme close to students' life, so I asked the students to discuss the problems in the warm-up in groups and set up "Describe a best friend of yours". "List what a good friend should have", "List what a good friend should not have" and other topics that students are interested in, so that they can discuss. Encourage students to speak English boldly and take a tolerant attitude towards the mistakes they make in the learning process. This not only trains students' English expression ability and courage, but also cultivates students' ability to communicate in English invisibly and cultivates their habit of using English creatively and flexibly.
(2) Teaching students in accordance with their aptitude to meet the needs of different students.
There are differences among students in intelligence, interest, personality, attitude, basic language ability and learning style. So I put forward different requirements for different students according to their individual differences in teaching. For example, for underachievers, I try to ask them questions with moderate difficulty and try to get them to answer some questions. When they answer correctly, I always say "very good" and "thank you anyway". It doesn't matter if they answer wrong. In this way, their confidence will be greatly increased by being encouraged, their sense of participation will be strengthened, and their fear will be gradually eliminated. As for gifted students, I put forward higher requirements for them, such as minimizing the error rate in word tests, asking more questions after class and increasing reading.
In English classroom teaching, teachers ask some questions for students to discuss in groups and finally cooperate to solve them, so that each student has the opportunity to express his own views. This can increase the practice opportunities among students, increase the density, and cultivate students' ability to think positively and practice boldly. In the whole classroom teaching activities, teachers should not only arouse students' enthusiasm for individual learning, but also promote cooperation among group members. Students learn in group cooperation, which makes learning more enjoyable, stimulates learning interest and improves learning efficiency. In cooperation, they face all students, pay attention to their individual differences and meet their different needs.
(3) Smooth transition and good connection.
Entering the first semester of Grade Three and Grade One is a turning point in English teaching in middle schools. Judging from the language knowledge system and the requirements for language application ability, senior one and senior three belong to the basic stage, and the teaching content of senior one is not the starting point of the new stage, but the continuation of the basic stage. How to deal with the problem of knowledge cohesion in English teaching in junior and senior high schools will directly affect students' future grades. Therefore, teachers should make students adapt to English teaching in senior high schools as soon as possible, and cultivate students' good study habits of preview before class and review after class. Cultivate students' reading ability, teach students some reading skills from the first year of high school, and develop good reading habits. In addition, we should strengthen contact with students after class and get familiar with them as soon as possible.
Second, what is the connection?
(1) objectives and contents
The objectives of senior high school English curriculum standard (experiment) are as follows:
It is also the requirement of curriculum standards, and puts forward the corresponding specific contents and standards from the aspects of language skills, language knowledge, emotional attitude, learning strategies and cultural awareness.
(2) Process and evaluation
According to the objectives and requirements of curriculum standards, what we need to do is to make our teaching both scientific and artistic. We can write a diagnostic test paper for the content of each unit and test it at an appropriate time to make the knowledge reproduction transition to the ability application; Students can be evaluated by dictation or loose-leaf at ordinary times, so that students can experience success. It can not only guide students to learn to analyze themselves, write about their experiences, talk about their experiences and find shortcomings, but also understand the common problems in students' learning through questionnaires, so as to learn from each other.
In most classroom evaluations, a single evaluation causes students' hearing fatigue and psychological numbness, which has no effect at all. The new curriculum standard advocates evaluation and helps students to reflect and standardize their learning process. It lists 25 evaluation sentences at different levels, which shows the guiding role for students' learning. Teachers should consciously enrich their own language when evaluating in time, so as to be targeted. For example, praise those performances that are true and natural, rich in content and diverse in sentence patterns; Put forward suggestions for improvement of poor performance; The answer to the excellent performance of top students: excellent! The correct answer for students with learning difficulties should be: well done! You did a good job. You did a good job. The essence of education is enlightenment and awakening. Teachers' positive evaluation of students can protect students' self-esteem, build their self-confidence and improve their learning enthusiasm. In daily teaching, the effect of collective evaluation between teachers and students is obvious, but everyone's negation makes students afraid to raise their hands to speak, especially those who are shy and have poor foundation. The new curriculum standard points out that evaluation should protect students' self-esteem and self-confidence, and show their respect and appreciation. Teachers should make a reasonable evaluation according to the original level of students and the efforts made at that time. The teacher may want to comment on the wrong answer in a euphemistic tone, such as Nottoobad. Can someone help him/her? Good try.
The connection between junior high school and senior high school plays an important role in the study of the whole senior high school stage, so students can better enter senior high school if they make a good connection at the first time. We can connect junior and senior high school knowledge at the beginning of school, or we can do it in stages according to the actual situation. However, the convergence of English teaching will not happen overnight. Only when we English teachers seriously study the new curriculum standard, understand its spiritual essence, and constantly explore through teaching activities, can we find a suitable way and make English teaching activities go smoothly.
;