A Study On Application Of Stratified Teaching In English Reading Teaching In Senior High School

English Curriculum Standard for High School(2003)has pointed out that English courses in high school should be conducive to the development of students' personality and potential,and diverse methods should be adopted in the teaching of English reading so as to meet the needs of different students.However,in the current teaching of English reading in high school,teachers tend to use a “sweeping approach” teaching method,which ignores the individual differences among students,and makes the classroom atmosphere boring.As a result,the student participation is low,and the learning effect is not ideal.Therefore,in response to this situation,the author performed this applied research on stratified teaching of English reading in high school.Stratified teaching,based on individual differences of students,is a method emphasizing the setting of stratified learning objectives and the creation of appropriate learning environment.However,compared with the traditional method of reading teaching,the research is to answer three questions: 1)whether the stratified teaching can stimulate students' interest in English reading and change their negative attitude towards English reading;2)whether the stratified teaching can improve students' reading achievements;3)whether it can narrow the polarization of English reading achievements among students.Considering the existing problems of English reading in high school,this study aims to adopt the stratified teaching in English reading teaching with the theory of the zone of proximal development and mastery learning so as to improve English reading achievements of senior students.In this study,two classes of Grade II from one senior high school in the northwest were selected as the study objects and divided into experimental class and control class.Before the experiment,the questionnaire and reading test were conducted,and the results showed that students in two classes in English reading interest,attitude and achievements were basically the same.At the same time,students in experimental class were divided into three levels on the base of their reading achievements: A(enhancement level),B(development level)and C(basic level).And then a teaching experiment for five months was carried out.After the experiment,students in the two classes received the reading test once again,and only students in experimental class filled out the questionnaire,and 10 students were randomly chosen from experimental class for interview.After that,the experimental data were collected and summarized,and analyzed from the quantitative and qualitative perspectives,so as to answer the three research questions proposed in this dissertation.The experimental results showed that compared with the traditional teaching methods,the stratified teaching can stimulate students' interest in reading,change their negative reading attitude,improve the English reading achievements and reduce the polarization among students.The applied research on stratified teaching can not only help to put the stratified teaching theory into practice to verify the feasibility of relevant theories but also expand teaching methods of English reading.Moreover,this study can also promote the application of stratified teaching and guide the English reading teaching in high school.