The Application Of Stratified Teaching Mode To Senior High School English Reading Teaching

With the rapid development of China’s economy, English as an international common language began to play its unique role in communication. But in the background of English education in our country, the students can not really learn and use English well. Reading, as the core of the English education, becomes more important during learning English. Therefore, the primary task is that how to improve reading scores of senior high school students. The author divides the students into three groups(elementary group, intermediate group and advanced group) based on the scores of the reading comprehension part of the pre-term English exam. Based on the theories of Mastery Learning, the Zone of Proximal Development and teaching students in accordance of their aptitude, stratified teaching mode requires teacher should take the differences among students into consideration and guide to read with pertinence.The research is based on two classes as the subjects, which are senior high school classes from No.1 middle school, Shan county, San Men Xia city, He Nan province. The author uses the method of experiment and questionnaires to analyze students’ grades of experimental class(Class 1) and the control class(Class 2). Furthermore, tests and surveys are used in reading teaching to explore the effect of stratified teaching mode on senior high school English reading teaching.The experimental results show that the experimental class(Class 1) is superior to the control class(Class 2), especially elementary group become the prominent students. It improves the students’ learning achievements, efficiency, confidence and students’ interest in learning English. It also inspires their learning motivation. Compared with traditional teaching, it makes the disparity between levels less, students receive more care and respect and teachers switch roles at the same time. In conclusion, stratified teaching mode has remarkable positive impact on the improvement of scores.The thesis consists of seven parts including introduction and conclusion.In Chapter One, the background knowledge and the theoretical and practical significance of the study is described. The importance of stratified teaching mode is also presented in this part.In Chapter Two, an overview on the studies in western countries and in China is presented respectively.In Chapter three, stratified teaching mode finds its theoretical support from the principle of student-oriented teaching, Mastery Learning by Brume and the Zone of Proximal Development by Vygotsky.In the next two Chapters, the author introduces the research design detailedly. In Chapter six, statistical analyses of pre-test scores and post-test scores will find out the stratified teaching mode can enhance students’ achievement.In last Chapter, author summarizes the advantages and drawbacks of stratified teaching mode and addresses its prospects and tentative suggestions.