The Reason Why First-Year Junior High English 'Suddenly Becomes Impossible': The Essence of Textbook Difficulty Lies in 'System Design Flaws'
Introduction: Why is 'English is too difficult' trending now?
In recent years, voices claiming that 'first-year junior high English is too difficult' have surged.
Comparisons of textbooks have spread on social media, and the debate that 'it was easier in the past' has reached the general public.
However, viewing this issue simply as 'increased difficulty' misses the point.
In conclusion, this is a structural problem caused by a 'disconnection' in the education system.
① What happened with the 2021 textbook revision?
● Vocabulary volume has effectively 'doubled'
Old curriculum: approx. 1200 words
New curriculum: up to 2500 words (elementary + junior high)
● Grammar is front-loaded & compressed
Be-verbs, general verbs, and auxiliary verbs appear simultaneously
Grammar previously taught in high school has been moved down to junior high
● Elementary school content is 'treated as already learned'
Progress is made under the assumption that about 600 words have already been learned
👉 In other words, it has become a
**'design that moves forward even without mastering the basics'**
② 'Signs of collapse' seen in the data
● Sharp drop in test averages
Old: 80–90 points
New: 50–60 points
● Progression of polarization
Top tier: Capable of coping
Bottom tier: Complete collapse (20 points or less)
👉 The most dangerous state for education
= 'A structure that only those who understand, understand'
3. The essence is the 'collapse of the elementary-junior high connection'
This is the biggest point.
● The reality of elementary school English
Focus on speaking and listening (communication)
Writing and memorizing are neglected
No spelling memorization
● The premise of junior high school English
Premise of being able to read and write
Premise that vocabulary has already been acquired
👉 As a result
'Things that haven't been done become the premise for being able to do them'
4. Why did this 'design flaw' occur?
There are three forces in the background.
1. Globalization pressure
Strengthening English proficiency is progressing at a national strategy level
(2) Increasing Sophistication of University Entrance Exams
Common Tests Shift Toward Processing Speed
(3) Increasing Difficulty of High School Entrance Exams
Word Count: Over 1.5 Times
Reading Speed Requirement: Approximately 1.4 Times
👉 Conclusion
A 'Chain Reaction of Increasing Difficulty' from Top (University) to Bottom (Junior High)
(5) Was It Improved by the 2025 Revision?
Conclusion: 'Only Minor Adjustments' and the Essence Remains Unresolved
Improvements
Unit Segmentation (Load Reduction)
Slight Reduction in Length of Long Passages
Points That Have Not Changed
Increase in Vocabulary Volume
Advancement of Grammar Topics
Assumption of Prior Learning in Elementary School
👉 In Other Words
'The Entrance Was Widened Slightly, but the Slope Remains the Same'
⑥ Three points that should truly be questioned
① Redesigning the connection between elementary and junior high school
👉 "What state should students be in when they enter junior high?"
② Addressing the widening individual differences in learning
👉 Disparities in English proficiency are occurring across regions and households
③ Redefining the role of education
👉 From "increasing the volume" to
👉 "designing the connection"
⑦ Is "going back to the old ways" the right answer?
This is half right and half wrong.
✔ Correct points
The current design is on the verge of collapse
❌ Mistakes
The direction of strengthening English proficiency is irreversible
👉 What is needed is
a design that "connects" rather than "reverts"
⑧ Strategies that educational institutions and cram schools should adopt
Under this structure, the conclusion is clear.
● 3 things to do before the first year of junior high
Complete mastery of the alphabet
Memorization of basic vocabulary spelling
Initial organization of grammar
👉 Just doing this will drastically reduce the 'probability of falling behind'
⑨ The reality that parents must understand
This is the most important fact.
👉 Schools alone cannot handle it
This is not a teacher problem, but a
system design problem.
Summary: The true nature of the problem is not 'increased difficulty'
The essence of this commotion can be stated in one word.
👉 English has not become more difficult
👉 'The learning design is broken'
And the focus of the future will be here.
👉 The 2030 education reform will have
👉 'connection design' as its biggest theme
🔥Essential message
👉 Do not doubt the textbook
👉 Doubt the design
