Research On Stratified Teaching Strategies Of English Grammar In Junior High School Under Zone Of Proximal Development

English Curriculum Standards for Nine-Year Compulsory Education（2022edition）advocates that English teaching in junior high school should take into account students’ personality traits and diverse learning needs.The overall goal of the English curriculum is to help learners develop comprehensive ability of using the language（2022 edition）.English grammar refers to the fundamental rules of language usage that can help students enhance their overall ability in language use.However,in terms of the current state of English grammar teaching in China,most teachers still design unified teaching objectives and tasks under the class teaching system,ignoring the diverse learning needs of different students.Thus,the results of English grammar teaching is barely satisfactory.Thus,the research tries to propose more applicable stratified teaching strategies of English grammar based on Zone of Proximal Development and verify its effectiveness.The author has carried out one semester teaching experiment in a public middle school.In this study,Class 7 Grade 8 were selected as the experimental class,adopting the stratified teaching strategies of English grammar.While Class 8 Grade 8was chosen as the control class,using the common teaching method.The research also employed the questionnaire,classroom observation,interviews and tests to obtain relevant information.The empirical research mainly focuses on the following three aspects:（1）What is the current satisfaction situation of individualistic learning needs of grammar learning in junior high school?（2）What applicable stratified teaching strategies of English grammar can be proposed for junior high school based on ZPD?（3）To what extent do the stratified teaching strategies of English grammar impact learner’s interest,attitude and proficiency?According to the analysis of the results,firstly,most students in junior high school have a high approbation degree to the grammar learning,but lack interest and initiative in learning English grammar.Secondly,the current grammar teaching methods lack pertinence to students at different levels,especially lacking the stratification in classroom activities,after-class homework and evaluation.Thirdly,it proves that stratified teaching strategies of English grammar applied in this experiment are conducive to the improvement of students’ interest and grammar proficiency,with varying effects on different levels of students（Level C>Level B>Level A）.The specific stratified teaching strategies employed in this study are as follows: hierarchical teaching objectives-oriented strategy;stratified cooperation-oriented strategy;individualized homework-oriented strategy;diversified evaluation-oriented strategy.