An Experimental Research On Stratified Teaching In Senior High School English Reading

For most Chinese students,reading is one of the major approaches to learn English as a foreign language.In senior high school,reading comprehension is not only used to test students' reading proficiency but an important proportion of English examinations.Therefore,English reading is a key point in English teaching in senior high school.However,under the traditional framework of classroom-based teaching,learners' differences had been neglected.In the actual teaching process,teacher sets the teaching objectives of reading,designs the teaching activities in class and arranges the reading assignments after school just based on the average level of all students,thus it only satisfies the needs of part of students in the classroom.As a result,the advanced students find reading is boring and lack of challenges in the classroom.Meanwhile,the students with lower reading proficiency lost their interest and confidence in English reading,because they could not fulfill the target requirement.Stratified teaching mode refers to the strategy that teachers divide students into different groups based on their academic achievements scientifically and treat students differently,then give respective instructions according to students' previous knowledge and ability.The purpose of stratified teaching is to stimulate all students'interest in learning,make every student experience the joy of success and strengthen their performance,and finally enhance their learning.Considering the current situation and problems of English reading,this study attempts to implement the stratified teaching to English reading class in senior high school.The main purpose of this experiment is to enhance students' interest in English reading and improve their reading ability.Therefore,the author put forward two research questions:(1)Can stratified teaching mode enhance students' reading interest?(2)Can stratified teaching mode help students of different levels to improve their English reading proficiency efficiently?The experimental research was carried out from October 2015 to December 2015,lasting for three months.There were 91 subjects from two parallel classes in Dongjiang Senior High School.One is the experimental class(EC)and the other is the control class(CC).Both of them were taught by the same teacher.The EC was taught by stratified teaching mode,while the CC was taught by conventional teaching method.There are three instruments which included questionnaires,tests and interviews.The procedures of the experiment were divided into three stages:the pre-experimental stage,the experimental stage and the post-experimental stage.Before the experiment,students' reading proficiency were tested by a pre-test,and a questionnaire was distributed to survey their interest in reading as well.After the experiment,the author collected and analyzed the data through post-questionnaire,post-test and students interview.SPSS 17.0 was adopted to analyze the data.It is found stratified teaching mode could improve students' reading proficiency and reading performance.At the same time,the students' reading interest was enhanced and they became more confident in reading class.The result of the experiment indicates that stratified teaching mode in senior high school English reading is feasible and effective.On the basis of the finding,the author also gave some implications for teaching:Teacher should set the teaching objective based on the needs of different students.Meanwhile,it is advisable to master student's "zone of proximal development" at different levels.Finally,teacher should pay close attention to the students' state after implementing stratified teaching.