A Study On The Feasibility Of Applying Assignment Stratification Of English Teaching In Senior High School

English assignment is the extension and supplement of English teaching, which also plays an essential role in the level of teaching quality. However, for a long time, in the system of classroom teaching, teachers usually give, mark and evaluate homework without fully taking into account individual difference which has seriously affected the students’ enthusiasm in learning English. Therefore, according to students’actual level of English and the ability to accept differences, teachers should give students homework of a different level, to enable them to finish homework by themselves and effectively, to improve students’English knowledge and ability, and to raise their enthusiasm for study.Referring to some relevant theories, including the "individualized" theory, "Zone of Proximal Development theory," and "i+1" theory of language acquisition, based on Module 5,6 of high school English edition of the Oxford, the thesis studies the 50 students of Grade 2, Xingma Senior High School, Huai’an Municipality, which mainly tries to answer three research questions as follows:the design strategy of high school English stratified assignment, high school English stratified assignment’ psychological impact on students, the strategies of feedback and evaluation of high School English stratified homework. Firstly, on the basis of interview and pre-test’s results, the author has divide the subjects into three levels, that is, level A, level B and level C. And then, with the help of the software, SPSS, the author has used qualitative and quantitative methods to analysize the test results. Finally, the conclusion has been concluded that there is a great feasibility of applying assignment stratification in English teaching of senior high school. Meanwhile, the author has also found that English assignment should be based on students’ own peculiarity, the amount of assignment, degree of difficulty, the different forms of question, even students’interests and abilities. Moreover, students stratification should be based on their preference and object reality, with the psychology counselling, motivating measures and a few adjustments in different periods. What’s more, from the evaluation and feedback, teachers should not evaluate every student with the same evaluation criterion. So, teachers should adopt different evaluation criterion and get the feedback on time. Moreover, with better pertinence, assignment stratification is helpful for students to improve their abilities and lay a foundation for their all-round development. It can also fully dig for the potential of every student and promote the individuality development of students. And it has enriched and promoted the development of stratification teaching in China as well.