An Experimental Study Of In-class Multi-level English Teaching In Senior High School

As the new reform program of university entrance examination was released. When students have the same total points, English level will decide whether a student could enter a top-ranking university. The fact shows that English occupies a vital position in the entrance examination. Nowadays, more and more people travel and study abroad, and it also states the important role that English acts in daily life.English reading teaching is supposed to be one of the most important contents in English teaching, and even we can say that good English comes from “reading”. Definitely, language learning needs lots of reading. Reading can not only increase vocabulary, but also cultivate interest in learning English. In view of the vital position of English reading, it captures the attention of teachers and students. All kinds of teaching method to improve reading are putting into practice. But the traditional teaching mode cannot realize the goal, because the traditional class cannot respect the individual difference of students, ignoring most of students’ reasonable learning demand. So, to provide a more effective way of teaching reading for the English teachers become more and more urgent.According to the fact, the author wants to study on the implicit multi-level teaching. In this study 100 students, from the second grade middle school of Zhaoyuan City, two natural classes are selected as the object of study. Test and questionnaire were used in the research. This paper is mainly based on Kong Zi’s “teaching students with their aptitude”, Bloom’s “Mastery Learning Theory” and Vogotsky’s “Zone of Proximal Development”. Here are three main research questions:1. In-class multi-level English reading teaching can effectively improvestudents’ reading scores?2. In-class multi-level English reading teaching has the great impact on whichlevel?3. In-class multi-level English reading teaching can effectively increasestudents’ learning motivation and interest?The results of the experiment shows that comparing with the traditional teaching method, in-class multi-level English reading teaching plays a positive role in improving reading scores, especially for the C level, next is A level, and the last is B level. At the same time, it can effectively increase students’ learning motivation. So, it is feasible in high school English reading teaching. Although there still are some limitations, the author believes that multi-level teaching could play an active role in the new education stage.