由于小学英语和初中英语在教学中存在着不少的差异，因此在教学过程中这两个学段的衔接问题显得非常突出。很多教师处理的力不从心，而且随着时间的积累，英语教学中学生学习的衔接问题变得愈加严重。 本研究旨在通过一个全新的角度，围绕《义务教育英语课程标准》（2011年版），分析并探究九年一贯制学校中小学英语衔接存在的问题及其成因，力求寻找一个容易操作并且能从根源解决问题的突破口，为解决英语教学的小学和中学两个学段的衔接问题提供对策和启发。 本研究从九年一贯制下中小学段学生学习的现状出发，观察讨论了学生在学习英语的过程中呈现出来的主要问题，阐述了本研究的研究缘由、研究意义以及研究的思路和方法。并从九年一贯制中小学英语衔接、普通中小学英语衔接以及对英语课程标准的研究三个方面，阐述了国内外前辈的研究成果。并依据调查得出的数据，从学生和教师两个方面阐释了九年一贯制学校中小学学生英语衔接的现状。笔者从执行《标准2011》的角度，分析了衔接问题四方面的成因，主要包括教育行政部门缺位、学校、标准制定本身以及教师自身的问题。 最后，本文针对四个方面的问题分别给出了相应的对策，帮助广大的中小学英语教师从一个新的角度去审视自己的教学。力求追本溯源，从《标准2011》的重视程度和规范使用等方面给九年一贯制学校的学生中小衔接工作提供借鉴。

ABSTRACT As there are plenty of differences existing between the teachings of the primary school and the middle school, the transition seems to be paid much attention to. Many of the teachers can’t deal with them very well, and as the enthusiasm of English learning is rising, the transition problems become more and more serious. My study aims to analyze and research the transition problems and the reasons why they are along the English-teaching in the nine-year compulsory education school through a entirely new angle according to the latest English Curriculum Standards. And I try to find a sally port that can be put into use easily to solve the transition problems. My study bases on the current English-learning situation of the students in both primary and middle schools, observes and discusses the main problems that appear in the process of learning and exposits the reasons, meaning and ways. It introduces the research findings of the home and abroad experts through three angles including the English-teaching transition of nine-year compulsory education schools and of normal schools as well as the research to English Curriculum Standards. Depending on the data of the survey, I exposit the current situation of English-teaching transition. I analyze four reasons including education administration aspect, school aspect, standard itself and teachers themselves aspects in the view of the latest English Curriculum Standards. Finally, my study offers the suggestions aims on the four reasons separately in order to help the primary and middle school teachers research their own teaching in a new way. I manage to find the fundamental reasons.