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The Lack of Correlation among University Teaching, Secondary School Teaching and Primary School Teaching

There is a lack of connection between secondary school textbooks and college teaching materials, which is a barrier to English learners. In the teaching material of university, middle-school and primary school in our country, there are many unnecessary repetitive content (Tian, Jiu, Xu, & Wang, 2011). And there are different emphases in different stages of teaching. In primary and secondary schools, English learning is mainly based on a few textbooks, which mainly focuses on the teaching of grammar. Therefore, the students’ vocabulary is relatively poor, and the ability of language application is poor. College English is focused on to grasp the usage of vocabulary and a variety of expression, not to teach grammar systematically. This is detrimental to the cultivation of students’ practical ability, and can lead to negative consequences.

Life-Related Teaching Method Life-related teaching method refers to integrate English teaching into life, learn English in life, master the basic skills of English in practice. Life-related teaching is an English teaching which is based on life. It is different from the traditional teaching methods in the selection of teaching materials, teaching process and teaching effect. life-related teaching is to let students learn English out of class, and to learn English in practice. Life-related teaching method breaks the traditional English teaching mode, and the students are liberated from the shackles of the traditional English teaching, which makes the students actively integrate into the teaching. Life-related teaching puts forward higher requirements to English teachers’ teaching level and teaching theory (Xu, 2010). In the teaching level, it requires teachers to have a deep understanding of the teaching content, select the appropriate teaching material from life, and introduce the life material into the practical English teaching. In the aspect of teaching theory, the traditional English teaching pays attention to the training of students’ vocabulary, grammar and sentence pattern, and the English teachers only need to master the theoretical knowledge of vocabulary, grammar, sentence patterns and so on. The life-related teaching attaches great importance to cultivate the students’ comprehensive ability in our daily life, which requires the English teachers to master rich English teaching theory. Therefore, in the process of implementing English teaching, the college can refer to the life-related teaching method. 3.3. Task-Based Teaching Method Task-based teaching method is to cultivate students’ confidence in learning English through the gradual accumulation of the task. Task-based English teaching method is based on the task of the basic module, in the process of English teaching, to complete a series of tasks. In this process, English teachers and students can get along very well, and English teachers and students will be able to speak English in a real environment, to improve students’ ability of English communication. Task-based teaching method compares with the traditional English teaching has the following advantages: first, task-based English teaching method has a very clear teaching goal; Second, the task-based teaching method is a kind of student-centered English teaching methods; Third, task-based teaching method is carried out around the students, each student has a certain task, prompting students to actively participate in the teaching of English. Task-based English teaching method not only put forward higher requirements to the English teachers in colleges and universities, but also put forward higher requirements to the students. In the aspect of English teachers, task-based teaching method requires English teachers to have a high comprehensive quality and strong professional knowledge, in the process of task allocation, to pay attention to the difficulty of the task. In the aspect of students, the task-based English teaching method requires that each student has a certain task, and everyone can’t be lazy. Therefore, in the process of implementing English teaching, the college can refer to the task-based teaching method. 3.4. Group-Divided and Cooperative Teaching Method Group-divided and cooperative teaching method is according to the interests and the English levels, divide students into groups. Each group as a small team, English teachers’ teaching according to the actual situation of each team, at the same time, the requirement between team members, learn from each other, communicate with each other. According to the English teachers’ teaching method, choose the appropriate method of learning English. On the one hand, group-divided and cooperative learning can enhance students’ sense of team cooperation. On the other hand, it can improve students’ ability to communicate in English quickly.

Group-divided and cooperative teaching method is based on students’ autonomous learning. In the process of English teaching, through the communication between the team members, stimulate students’ interest in learning English.

In the process of group-divided and cooperative teaching, not only can strengthen students’ team cooperation consciousness and responsibility, but also can achieve a comprehensive and sustainable development of students’ learning English. Therefore, in the process of implementing English teaching, the college can refer to the group-divided and cooperative teaching method.

  Conclusion

With the pace of the globalization and internationalization of the world economy accelerating, English, as a communication tool, is becoming more and more important. The goal of English Teaching in colleges and universities is to cultivate students’ English practical ability and intercultural communicative competence through the use of effective English teaching methods. In order to improve the present situation of the current college English teaching methods, promote the reform of English teaching methods, improve teaching quality, colleges and universities should attach importance to reform of college English teaching, and actively promote the implementation of university teaching methods, to provide a good external environment for the reform of College English teaching.

References

AAMC (2005). Report VII Contemporary Issues in Medicine: Musculoskeletal Medicine Education, Medical School Objectives Project No. VII. Washington DC: Association of American Medical Colleges. Abou-Raya, A., & Abou-Raya, S. (2010). The Inadequacies of Musculoskeletal Education. Clinical Rheumatology, 29, 1121-1126. http://dx.doi.org/10.1007/s10067-010-1527-y Akesson, K., Dreinhofer, K. E., & Woolf, A. D. (2003). Improved Education in Musculoskeletal Conditions Is Necessary for All Doctors. Bulletin of the World Health Organization, 81, 677-683. Almoallim, H., Bukhari, E., Amasaib, W., & Zaini, R. (2012). How to Avoid Delay in SLE Diagnosis and Management. In H. Almoallim (Ed.), Systemic Lupus Erythematosus (pp. 219-242). Croatia: InTech. http://dx.doi.org/10.5772/26498 Al-Nammari, S. S., James, B. K., & Ramachandran, M. (2009). The Inadequacy of Musculoskeletal Knowledge after Foundation Training in the United Kingdom. The Bone and Joint Journal, 19, 1413-1418. http://dx.doi.org/10.1302/0301-620x.91b11.22445 Tian, Y., Jiu, W. H., Xu, F. F., & Wang, X. D. (2011). Investigation and Analysis of Female Teachers’ Burnout at Hainan Colleges and Universities. Northwest Medical Education, 19, 378-380. Wang, X. J. (2010). Investigation and Analysis of the Burnout Status of College Female English Teachers. Journal of Jinan Vocational College, 1, 37-38, 41. Xu, H. Y. (2010). A Study of University English Teachers’ Prof

 http://www.scirp.org/journal/ce http://dx.doi.org/10.4236/ce.2016.79129

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