The Application Of Stratification Instruction In English Reading Teaching In Junior Middle School

Reading,as an important way of language input and foundation of other language skills,is particularly important in English teaching.At present,some junior middle schools ignore the differences of students’ English reading foundation and adopt a unified teaching organization model in teaching English reading,which not only fails to meet the learning needs of every student,but may even lead to the decline of some students’ autonomy in learning English reading and the failure to improve their knowledge and ability effectively.In view of this,this research mainly carries out an application research on stratified teaching of English reading.This research is based on the Constructivism Learning Theory and the input hypothesis “i+1”,using test-paper,questionnaire,interview and SPSS system analysis methods.In this research,two parallel classes of Grade 8(Class 4)(as the experimental class,EC for short)and Grade 8(Class 6)(as the control class,CC for short)of Xinjiang X Middle School were selected as the research subjects.Traditional English reading teaching is carried out in CC while stratified teaching is carried out in EC.After an experimental research in the first term of the academic year 2020-2021,which focuses on two key issues: whether stratified teaching could improve junior middle school students’ English reading performance and learning autonomy,the following conclusions are drawn:First of all,stratified teaching of English reading teaching can improve the performance of junior middle school students in English reading.The pre-test and post-test English reading scores of students in EC and CC were tested by independent samples t-test with SPSS23.0.The pre-test and post-test English reading scores of students in EC were tested by paired samples t-test.It is found that after the application of the stratified teaching,the performance of students in EC has been improved significantly.The “inferring” and “general ideas” skills of students in EC has significantly been improved compared with students in CC.After the data analysis of the pre-questionnaire Ⅰ and post-questionnaire Ⅰ performance of students in EC and CC A Questionnaire about English Reading Foundation,it is found that the English reading foundation of students in EC has been improved significantly,especially in the four dimensions(reading time,reading volume,word memorization,and reading emotion).Secondly,stratified teaching of English reading teaching can improve the English reading learning autonomy of junior middle school students.After analyzing the EC and CC results of the questionnaire Ⅱ about English reading learning autonomy,it is found that the performance of students in EC has been improved significantly,especially in four of the seven dimensions(learning motivation,learning content,learning time and learning methods).In conclusion,it is found that the application of stratified teaching to English reading teaching in junior middle school can achieve the purpose of teaching students in accordance with their aptitude and meeting their diverse learning needs of students.Stratified teaching strengthens students’ basic English reading,improves students’ English reading performance,stimulates students’ English reading learning autonomy,taps students’ learning potential,and enables students of different levels to develop.In view of the problems of stratified teaching found in the experiment,this research puts forward suggestions for teachers to update their ideas,combine teaching with scientific research and improve teaching methods.This study puts forward some suggestions for students to clarify learning objectives,improve learning autonomy,explore learning methods and expand extra-curricular knowledge.