A Study On The Application Of Stratified Teaching Model In English Reading Teaching In Junior High School

The English Curriculum Standards for Compulsory Education(2011)clearly stipulates that junior high school English teaching should focus on cultivating students’ reading ability,which emphasizes the importance of English reading teaching.At present,China’s junior high school English reading teaching still adopts the traditional teaching model,which cannot solve the problem that students at different knowledge levels are taught in the same way,neglecting the education principle of teaching students in accordance with their aptitude.The stratified teaching model divides students into different levels according to their current learning situation and differences in learning ability,ensuring that students within each level have similar levels of ability,and then carry out targeted teaching.Guided by the theories of proximal development zone and optimization,this paper discusses the application of the stratified teaching model in junior high school English reading teaching.Based on this,this study answers the following two questions:(1)How does the stratified teaching model affect the English reading interest of junior high school students at different levels?(2)How does the stratified teaching model affect the English reading ability of junior high school students at different levels?This study applies the stratified teaching model to junior high school English reading teaching in four aspects: student stratification,teaching goal stratification,teaching method stratification and teaching process stratification.In order to verify the effectiveness of the stratified teaching model in the teaching of English reading in junior high schools,the author selected two parallel classes in the seventh grade of the Eighth Junior High school in Zhumadian City,with144 students as experimental subjects,and conducted a controlled experiment.Class(8)is the control class,using the traditional reading teaching method.Class(9)is the experimental class,using the stratified teaching model.Researchers mainly use questionnaire survey,reading tests,interviews and other research methods.In the experiment,the researchers conducted a pre-test,a mid-test and a post-test of English reading in the experimental class and the control class respectively,and then collected and analyzed the data with spss23.0.The results show that: compared with the control class,the students in the experimental class get better results in the post-test.In addition,the results of questionnaire survey,reading tests and interview show that the students in the experimental class believe that the stratified teaching model can improve their reading interest and reading level.The findings are as follows: firstly,the implementation of stratified teaching model in junior high school English reading teaching has greatly changed the reading interest and attitude of students at different levels.Secondly,the implementation of stratified teaching model in junior high school English reading teaching has improved the reading performance of students at different levels.These are mainly reflected in:A-level students’ interest in English reading and reading scores have improved significantly.B-level students’ English reading scores have improved a lot,and reading interest has gradually improved.C-level students’ interest in English reading and reading scores have improved significantly,and they can actively participate in English reading teaching.This research proves that the application of stratified teaching mode in reading teaching can not only train learners to efficiently extract and understand the information of reading articles,but also train learners’ reading strategies and comprehensive language skills.