A Research On The Application Of The Implicit Stratified Teaching Method In Senior High School English Reading Teaching

The four skills of listening,speaking,reading and writing are important parts of English learning.They are indispensable complement to one another and are difficult to separate.Among them,reading is the most important and basic way of language input,and it plays an important role in improving language ability.However,there are still some problems in the current high school English reading teaching.Because of their different starting points and different qualifications,students give different performance during their reading test.In view of this difference,teachers’ adherence to the outdated teaching mode and a unified standard for all students will lead to negative effect.Therefore,in order to meet the different learning needs of all students and improve the effect of the entire teaching process,teachers must find a new teaching method.With the stratified teaching method,teachers can base on the individual differences of students and meet the learning needs of all students.However,under this teaching method,all students know that they are classified into a certain level,which can easily lead to increased learning pressure for high-level students,damaging learning self-confidence of low-level students,and decreased learning interest.Therefore,the stratified teaching method has been criticized in recent years.Compared with the previous stratified teaching method,the implicit stratified teaching method focuses on "implicit",that is,not telling students that they are in stratification,and it is only the teacher who is aware of the result of stratification.It can not only meet the learning needs of all students,so that students of different levels can gain something,achieve true teaching in accordance with their aptitude,but also can well maintain students’ self-esteem and cultivate students’ enthusiasm for learning.Based on "Differentiated Teaching Theory","Humanistic Teaching Theory",and "Mastering Learning Theory",this thesis is to explore the influence of the implicit stratified teaching method on high school students’ English reading performance and interest.From September 2020 to December 2020,an implicit stratified teaching experiment was carried out in two classes of Heilongjiang Experimental Middle School.According to the scores and questionnaire results before the experiment,there is no significant difference in the reading level and reading interest of the students in the two classes,so they can be used as research objects.Among them,class 13(56 students)is a control class,which uses traditional teaching mode to teach in the teaching process;class 14(56 students)is an experimental class,which uses the implicit stratified teaching method in the teaching process,which divides students into three secretly levels before teaching.In order to control the interference of irrelevant variables,both classes are taught by the author,and the teaching materials and teaching progress are ensured to be consistent.After 16 weeks of teaching experiments,combined with the results of tests,questionnaires and the interview,the author has the following conclusions:1.The implicit stratified teaching method can improve students’ interest in English reading and learning.Although the reading interest of the students in the control class has also increased,it is not as effective as the students in the experimental class.2.The implicit stratified teaching method can improve students’ English reading performance.Moreover,the progress of students at different levels varies.Among them,the C-level students have made the most progress.It is hoped that the research results of this thesis can further deepen the research of the implicit stratified teaching method,and provide reliable reference for English reading teaching in the future.