An Experimental Study On English Layered Teaching In Secondary School

Nowadays, the traditional teaching model is still popular in many schools. Teachers use the same teaching material, the same teaching method and the same assessment to teach different students. However, the students are of different learning backgrounds, different interests and different personalities. The traditional teaching model can not meet the needs of the all round development of different students. Under this background, the writer tries to use English Layered Teaching to solve this problem based on the theories of Layered Teaching.This thesis tries to answer the following four questions.(1)Can English Layered Teaching increase students’ English test performance?(2)Can English Layered Teaching change students’ attitudes and interests toward English learning?(3)Can English Layered Teaching improve students’ learning strategies?(4)Can English Layered Teaching change students’ and teachers’ workload? In order to answer these questions, the writer uses questionnaires, interviews, observation and experiment to do the research. During the four and a half months, with the purposeful and planed experiment, English Layered Teaching was put into force. In the experimental class, students are divided into different levels based on their personal details. Different levels of students are given different learning goals, different teaching methods, different assessments, and different homework.By comparison of two different teaching models of the two different teachers, the writer found that English Layered Teaching does affect students’ English test achievement. But this influence is not obvious. The test scores of the experimental class is a little bit more stable than that of the control class. The students of the experimental class is more interested in English study. They are more conscious of English learning strategies. English Layered Teaching influences the workload of the teachers and students. The top students have more work to do but the slower students do not have to do too much homework which are above their abilities. The slower students’ workloads is alleviated.