An Application Of Stratified Teaching Mode To Junior Middle School English Reading Teaching

For most Chinese students, reading is one of the main ways to learnEnglish as a foreign language. Reading comprehension, which is usedto examine students’ reading ability, is always an important part ofEnglish examinations. Thus, teachers take the teaching of Englishreading rather seriously. However, under the framework of the currentclassroom-based teaching organization, there have been significantdifferences in reading among the students of the same class. On theother hand, teachers just take into account the average reading abilityof the students when setting goals of reading teaching, designing classactivities and reading assignments. As a result, advanced students findreading boring, and the students with lower reading ability lose interestand confidence in reading, for they can not reach the targetrequirement.Stratified teaching mode puts forward the idea ofrespecting the individual differences and setting different goals forstudents of different levels. In other words, in order to stimulate students’learning enthusiasm and to enable students to develop adequately, it isnecessary for teachers to have a full understanding of their students’varied learning foundation, learning habits and learning interest, andthen carry out the teaching according to the students’ conditions. Inthis research, the author attempts to apply the stratified teaching modein the English reading teaching to see how it works.With the experimenthypothesis, the author divides the students into three groups(elementary group, intermediate group and advanced group) basedon the scores of the reading comprehension part of the pre-term Englishexam. During the experiment, the author designs the classroom readingtasks appropriately and assigns them to different groups of students.What’s more, some group arrangement is readjusted as the students’levels of reading ability change. The author studies the theories such as Mastery Learning by Brume and the Zone of Proximal Developmentwhich are considered as the theoretical basis for the experiment.Besides, the author carries some investigation into the students’ readinginterest, reading habits and reading strategy application before theexperiment and their ideas about the stratified teaching of Englishreading after the experiment. A data analysis is focused on thedifferences in pre-test and post-test between the experimental class(Class2) and another class (Class1). The results show:1.Stratifiedteaching of English reading meets the different needs of differentgroups and proves the principle of student-orientedteaching.2.Stratified teaching of English reading stimulates moststudents’ reading interest and their consciousness of reading strategyapplication, and improves their reading ability to a degree.3.Stratifiedteaching of English reading enhances the efficiency of class teachingand reading assignments to some degree.