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Abstract：Although the primary and secondary school education has made great progress in our country， there are some problems and deficiencies. The disconnection between primary school and secondary school has been aroused the attention from society’s all fields， but the problem are difficult to solve. Solving this problem will be useful to the orientation or harmony of teachers’ teaching and students’ leaning， which will be useful to the transition from primary to secondary school.
Key words： Primary and secondary school； English； Teaching and learning； Transition.
Introduction
We are living in a world which is filled with the atmosphere of informatization and globalization. The place of English proves to be more and more important in the modern society. English education of Primary and secondary school as the basic stage should be given more attention. Based on the importance of English， more attention is given to the English basic education and the transition from primary school to secondary school.
Ⅰ.The definition of education transition
Transition means the connection between the beginning and the ending （Modern Chinese Dictionary，2002）. Yanxueyi once referred that： Transition is the mutual connection of all kinds of learning system in education system. GanWei’s comprehension of education transition is： all levels of education keep their independence and guarantee their continuity and systematicity. Macro education transition can be classified according to the steps at different levels in education. Micro education transition can be divided in accordance with the content or the composition in every transition stage.In this paper， transition mainly focuses on education， that is， education transition.
Ⅱ.The problem of English education transition
Here， two aspects will be discussed， that is， the transition of teaching content， the transition of of teaching strategies.
2.1 The transition of teaching content
Teaching contents include curriculum standards，teaching materials and curriculum. Teaching contents are formulated according to teaching aims. The transition of teaching content from primary school to secondary school is not just the transition of teaching materials， more connotation and extension are also included. According to the Curriculum Standard， the teaching contents of primary school are mainly focus on listening and speaking. However， in the secondary school， listening，speaking， reading and writing abilities are required to develop. It is not easy for students to adapt to this kind of teaching contents. So providing students some transitional teaching contents are necessary， which will be useful for them to do some preparations. 2.2The transition of of teaching strategies
Teaching strategies are measures taken to accomplish teaching tasks and realize teaching aims for teachers and students. The implementation of teaching strategies aims to realize teaching aims， at the same time ， it is restricted by certain teaching contents. In primary school，students are the center of the class. Students learn English in a more relaxed atmosphere and teachers would pay attention to the needs and interests of students. In Contrast， in secondary school， teachers become the center， the controller and the organizer of the class. Teachers play the role of pushing students to learn English so as to teach against time to complete the teaching contents and to prepare for the Junior high school entrance examination. Students are unwilling to fit into this kind of teaching style and always feel stressed. Teachers should show concern to students’ needs and interests to make changes of their teaching strategies
Ⅲ.Suggestions for English education transition
The following are the suggestions for the problem in aspect of teachers， parents and students.
As students transit from primary school to secondary school， teachers should not give too much pressure on students. Teachers ought to get familiar with their students and find out the best teaching method that fit with their students. according to students’ abilities and levels.
Parents should not lay high expectations or burden on their children. Parents also can strengthen the contact with the school and teachers. Parents can require schools or teachers to set up Wechat groups to communicate in time in order to grasp their children’s condition in schools.
Students should try their best to be familiar with the bigger， new school as soon as possible. They also have to make new friends. It is necessary for students to find out suitable learning strategies to make effective learning.
Ⅳ.Conclusion
The transition from primary school to secondary school has arisen for a certain time， but it is hard to solve this problem instantly. The transition process occupies an essential role in the English education so more measures should be taken to change and improve this situation. What’s more important is that cooperation between different fields should strengthen to make the basic English education develop in a better direction.
References：
[1]H.Douglas Brown. Teaching by Principles：An Interactive Approach to Language Pedagogy.Beijing：Foreign Language Teaching and Research Press.2011.
[2]卞文萍.中小學英语教学衔接问题研究[D].曲阜师范大学.2011年.
张庆宗.外语学与教的心理学原理.北京：外语教学与研究社.2010.
[3]刘洁.新课程标准下中小学英语教学衔接的问题与对策研究[D].苏州大学.2010年.
[4]刘晓红.包头市中小学英语教学衔接不良的原因调查及对策研究[D].内蒙古师范大学.2011年.
[5]田露.新课程标准下中小学英语教学衔接的研究[D].四平市教育学院.2015年.
[6]张庆宗.外语学与教的心理学原理.北京：外语教学与研究社.2010.
作者简介：钟琴，现就读于江西师范大学外国语学院2016级学科教学（英语）专业，主要研究方向：二语习得。
Key words： Primary and secondary school； English； Teaching and learning； Transition.
Introduction
We are living in a world which is filled with the atmosphere of informatization and globalization. The place of English proves to be more and more important in the modern society. English education of Primary and secondary school as the basic stage should be given more attention. Based on the importance of English， more attention is given to the English basic education and the transition from primary school to secondary school.
Ⅰ.The definition of education transition
Transition means the connection between the beginning and the ending （Modern Chinese Dictionary，2002）. Yanxueyi once referred that： Transition is the mutual connection of all kinds of learning system in education system. GanWei’s comprehension of education transition is： all levels of education keep their independence and guarantee their continuity and systematicity. Macro education transition can be classified according to the steps at different levels in education. Micro education transition can be divided in accordance with the content or the composition in every transition stage.In this paper， transition mainly focuses on education， that is， education transition.
Ⅱ.The problem of English education transition
Here， two aspects will be discussed， that is， the transition of teaching content， the transition of of teaching strategies.
2.1 The transition of teaching content
Teaching contents include curriculum standards，teaching materials and curriculum. Teaching contents are formulated according to teaching aims. The transition of teaching content from primary school to secondary school is not just the transition of teaching materials， more connotation and extension are also included. According to the Curriculum Standard， the teaching contents of primary school are mainly focus on listening and speaking. However， in the secondary school， listening，speaking， reading and writing abilities are required to develop. It is not easy for students to adapt to this kind of teaching contents. So providing students some transitional teaching contents are necessary， which will be useful for them to do some preparations. 2.2The transition of of teaching strategies
Teaching strategies are measures taken to accomplish teaching tasks and realize teaching aims for teachers and students. The implementation of teaching strategies aims to realize teaching aims， at the same time ， it is restricted by certain teaching contents. In primary school，students are the center of the class. Students learn English in a more relaxed atmosphere and teachers would pay attention to the needs and interests of students. In Contrast， in secondary school， teachers become the center， the controller and the organizer of the class. Teachers play the role of pushing students to learn English so as to teach against time to complete the teaching contents and to prepare for the Junior high school entrance examination. Students are unwilling to fit into this kind of teaching style and always feel stressed. Teachers should show concern to students’ needs and interests to make changes of their teaching strategies
Ⅲ.Suggestions for English education transition
The following are the suggestions for the problem in aspect of teachers， parents and students.
As students transit from primary school to secondary school， teachers should not give too much pressure on students. Teachers ought to get familiar with their students and find out the best teaching method that fit with their students. according to students’ abilities and levels.
Parents should not lay high expectations or burden on their children. Parents also can strengthen the contact with the school and teachers. Parents can require schools or teachers to set up Wechat groups to communicate in time in order to grasp their children’s condition in schools.
Students should try their best to be familiar with the bigger， new school as soon as possible. They also have to make new friends. It is necessary for students to find out suitable learning strategies to make effective learning.
Ⅳ.Conclusion
The transition from primary school to secondary school has arisen for a certain time， but it is hard to solve this problem instantly. The transition process occupies an essential role in the English education so more measures should be taken to change and improve this situation. What’s more important is that cooperation between different fields should strengthen to make the basic English education develop in a better direction.
References：
[1]H.Douglas Brown. Teaching by Principles：An Interactive Approach to Language Pedagogy.Beijing：Foreign Language Teaching and Research Press.2011.
[2]卞文萍.中小學英语教学衔接问题研究[D].曲阜师范大学.2011年.
张庆宗.外语学与教的心理学原理.北京：外语教学与研究社.2010.
[3]刘洁.新课程标准下中小学英语教学衔接的问题与对策研究[D].苏州大学.2010年.
[4]刘晓红.包头市中小学英语教学衔接不良的原因调查及对策研究[D].内蒙古师范大学.2011年.
[5]田露.新课程标准下中小学英语教学衔接的研究[D].四平市教育学院.2015年.
[6]张庆宗.外语学与教的心理学原理.北京：外语教学与研究社.2010.
作者简介：钟琴，现就读于江西师范大学外国语学院2016级学科教学（英语）专业，主要研究方向：二语习得。