Research On Multi-Level Teaching Of English In Rural Junior Schools

The school in which the author teaches is a rural middle school. As the students there come from different primary schools, the students’English levels vary greatly when they enter junior high school and their overall level of English is poor. After entering junior high school, as different students’learning abilities are different, and their interest in learning English is different. The uneven phenomenon of students’English levels in the same class is more obvious. Therefore, if the traditional teaching method is adopted, the teachers will not be able to take all the students in the class into consideration. And the English curriculum standards of compulsory education emphasize:English education should be for all students, and lay the foundation for the lifelong development of students. So, in order to solve this contradiction, the author carries out this practical research of multi-level teaching of English in the two classes in which the author teaches.This study is divided into five parts. The first part mainly narrates the purpose and significance of the study, research content, research methods, as well as the development of multi-level teaching both at home and abroad. The second part mainly defines the concept of multi-level teaching, and expounds the main theoretical basis of multi-level teaching. The third part is the key part of this research. In this part, the author introduces the design of the experiment, the schedule of the experiment and the principles of the experiment. And the organization process of the experiment is focused on, especially the practical teaching in class. Through practical teaching cases, the author describes in detail the multi-level teaching of the speaking part, the listening part, the reading part and the writing part of each unit, which highlights the practical operability of multi-level teaching of English. The fourth part is the qualitative and quantitative analysis of the acquired data in the research process. The data analysis includes the analysis of the questionnaire, the analysis of students’performance and the analysis of individual cases. Data shows:multi-level teaching of English can improve students’interest and confidence in learning English; It can improve students’learning enthusiasm in English class; It also can improve students’academic performance in English, and gradually narrow the differences of students’English levels so as to promote the progress and development of each student in the class. The fifth part is a summary of this practical research. It also points out some shortcomings about this research, and puts forward the prospects for further researches in the future.Through this practical research, the author has a better and deeper understanding of multi-level teaching of English, and forms some views of her own. The author hopes that this study can provide some references for other colleagues. She also hopes that further researches of multi-level teaching of English, which are deeper and more comprehensive, can be made by other colleagues, so as to improve the quality of English teaching in the same kind of rural middle schools.