Chapter one Introduction
1.1 Research background
The transition stage from primary school to middle school is an important stagefor students’ development, as well as a turning stage filled with enormous challenges.With the coming of puberty, middle school students have been going through drasticchanges both physically and mentally. After entering middle school, they will facenew learning environment, new teachers and classmates, new learning contents andmore learning pressure. Furthermore, students’ mental characteristics also have beendeveloping continuously, such as self-consciousness and independence. All thesechanges require middle school students to face larger challenge.When students enter middle school, generally speaking, there are sometransition problems of learning adaptability from primary school to middle school,especially in English subject. At the primary school stage, English is not a basicsubject; teachers don’t pay enough attention to English, particularly in some ruralprimary schools, since they didn’t realized the importance of English teaching andlearning at that stage.In rural primary school, there is hardly full-time English teacher. For example,those teachers who teach the basic course like Chinese or Math also teach English atthe same time. Because they haven’t received systematic English education and don’tpossess good professional knowledge for teaching a foreign language. In addition,English learning is not subject to formal assessment in the primary schools; they willusually take the English class for Chinese and mathematics learning. In other words,teachers often occupy the time of English class for Chinese or mathematics learning.Furthermore, English in primary school only focuses on listening and speaking, butnot on reading and writing.
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1.2 Significance and purpose of the study
The English learning maladjustment phenomenon is extremely highlighted in thetransition stage from primary school to middle school because of the change ofsubject contents and learning environment. This study aims to investigate the situationof English learning adaptability in rural junior middle school and attempts to explorethe relationship between English learning adaptability and two factors asteacher-student relationship and academic achievement. Then according to theinvestigation and interview results, the author will analyze the reasons ofmaladjustment and discuss the effective ways to help rural junior middle schoolstudents adapt to English learning, thereby improve students’ English achievementand English level.To solve the problem of transition stage from primary school to middle school isan important task for our country’s fundamental English education. Full-timeCompulsory education in Ordinary Senior Middle School English CurriculumStandards ( 2017, 7) pointed out, one of English curriculum task during thefundamental education stage is to stimulate and cultivate students’ English learninginterest and to help students establish self-confidence, develop good learning habitand form effect learning strategies. Obviously, the English teaching goal embodiesthat it is necessary to cultivate students’ English learning adaptability. And studies onthe teacher-student relationship can contribute to the construction of harmonious andpositive teacher-student relationship.
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Chapter Two Literature Review
，英语论文网站，英语论文题目 |
