近几年,初中阶段教学“过渡难”呼声日高,而语文学科尤为突出.现就我对这一问题的调查研究和教学实验情况,作一简单汇报.几年来,在语文教学中,我发现学生自小学升入初中之后,对突然增设的学科门类,加大了的课程量,提高了的教学要求,感到茫然无措,很不适应.老师虽然对每一篇课文,精心设计教案,研究教法,悉心给予辅导,但往往不能按原定计划完成教学任务.原因何在?深入到学生中间去了解,才发现多数学生使用工具书、遣词造句、分段概括、归纳中心、抓作者思路、找文章线索等等能力严重缺乏,写的能力也相应地十分低下.他们无法适应初中阶段的语文学习的要求.因此形成了大家所公认的所谓“过渡难”. In recent years, junior high school teaching “transition difficult ” high voice, and the language discipline is particularly prominent.I now on my investigation of this issue and teaching experiments, make a simple report.Over the past few years, in language teaching , I found that after the pupils’ graduation from junior high school to junior high school, they were confused and could not adapt to the sudden addition of subject categories, increased classes and teaching requirements. Although the teacher carefully designed each piece of text Teaching plan, teaching method, conscientiously give guidance, but often can not complete the teaching task as planned.Due to the middle of the students to understand, only to find that most students use tools, words and sentences, sub-summary, inductive center, catch Author’s thinking, finding clues and so on a serious lack of ability to write the correspondingly very low, they can not adapt to the junior high school language learning requirements, thus forming the so-called “transition difficult ”.