| English reading is regarded as one of the most important parts of English learning for students in senior middle school, because reading is the best way for students to get information and gain knowledge about English. Nowadays, there are a special group of students named art students in senior middle school, who will choose art as their major after entering universities. Generally speaking, art students are difficult to teach, because they have different learning foundations, and their academic achievements of English reading are quite different from each other. At present, under the guidance of traditional teaching method, there are still some problems in art students' English reading teaching, for example, the teaching process is still teacher-centered and students are passive to learn, the teaching method is simple and students have less interest in learning. Therefore, it is urgent for English teachers to find out a more effective way to teach art students' English reading.Stratified teaching, based on the theory of “Zone of Proximal Development” and “Optimization of Teaching Process”, focuses on art students' individual difference and advocates meeting the learning needs of students at different levels so as to help all students make great progress. In the past, researchers have made many studies on stratified teaching but few researchers applied it to art students' English reading teaching. In this thesis, the author attempts to make an experiment by applying stratified teaching to art students' English reading in senior middle school, through which she intends to find out the answers to the following three questions: Firstly, what problems exist in English reading learning process of senior middle school art students? Secondly, what influence can stratified teaching exert on senior middle school art students' interest in learning English reading and academic achievements of English reading? Thirdly, which level of students are influenced most greatly by stratified teaching?The experiment is carried out in No. 7 Senior Middle School of Kaifeng and lasts for one semester. The subjects are 90 students from two art classes, Class 7 and Class 8. Class 7 is taken as the experimental class which is taught by using stratified teaching and Class 8 as the controlled class which is taught by using traditional teaching method. In order to find out the problems existing in art students' English reading learning process and investigate the changes of art students' interest in learning English reading before and after the experiment, questionnaires are used. At the same time, in order to find out the distinctions of art students' academic achievements of English reading before and after the experiment, tests are carried out.After the experiment, the author gets the following conclusions: firstly, there are mainly four problems existing in art students' English reading learning process in senior middle school, that is, the lack of confidence and interest in learning English reading, insufficient time to learn English reading, the inexpert using of reading strategies and their poor learning foundation; secondly, stratified teaching can make art students feel more confident and interested in learning English reading, and help them improve their academic achievements prominently; thirdly, students at Level C are influenced most greatly in their academic achievements with the application of stratified teaching. |
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