The Application Of Group Hierarchical Teaching In Senior English Writing

Influenced by the traditional model of teaching, English writing teaching has long been a weak aspect in Senior Middle School. In traditional English writing class, Most teachers still use the "Teacher centered" teaching mode. However, English curriculum standards points out that teaching should be based on reality, and teachers should attach great importance to the difference between students when teaching, so that all students could take an active part in learning and make great progress. At present, English teaching in senior middle schools in China are faced with many problems, of which English writing is one. During English writing class, the senior high school students are less interested in English writing and most of them lack confidence in expressing themselves in writing English, which leads to an inefficient result in our teaching. In order to improve the current situation of writing English teaching, the writer encouraged by the new English Curriculum Standard, applies stratified teaching mode based on Zone of proximal development theory, Teaching process optimization theory, Mastery learning theory and Motivation Theory, to writing English teaching in senior middle school to prove if stratified teaching mode can close the relationship between teachers and students and arouse students’ interest and improve students’ self-confidence and if it can improve the efficiency of English class and improve the students’ English writing.To confirm the effect of stratified teaching mode, the writer chose two classes of her school and carried out a half-year experiment during which stratified teaching mode was adopted in one class while the traditional teaching model was still used in the other one. Students are divided into three levels-ABC, which is based on the English’achievement. During experimental activities, teachers should design different teaching objects, different teaching preparation and different class activities. Interviews, questionnaires and writing English tests were designed and used both before and after the experiment. From the detailed analysis of the collecting data and the comparison, it shows that stratified teaching mode can arouse students’ interest and improve students’ self-confidence and improve the efficiency of English class and improve the students’ English writing, and improve the efficiency of English writing teaching and Teacher Professional Literacy.In the meanwhile, this study also offers some useful experience for English teachers. In a word, stratified teaching mode has obvious advantages, which teachers should learn from.Owing to the limitations of the performance, for example, the time limits and the selection of the subjects, there still remain some problems,which is worthy of further research for teachers and researchers. For example, How do teachers mobilize the enthusiasm of the students? Is the group fixed or re assigned? Welcome teachers who are interested to join in the study.