A Study Of Stratified Teaching Of English In Junior Middle School

Traditional one-size-fits-all teaching model ignores the individual differences of students due to the shackles of the examination-oriented educational thinking.As a result,a great number of students who have a good foundation cannot get more knowledge and those who perform badly in school cannot understand what they have learned.Having studied the theory of stratified teaching seriously,the author in this paper carries out the experimental research of stratified teaching in English classroom teaching in order to answer the following two questions.1.Can English level teaching motivate students in learning English?2.Can English level teaching improve students' English grades?Combined with the above two questions,in view of the current situation of English teaching in junior high school,the author takes two parallel classes of 72 students in Grade Seven of Zichuan Experimental Middle School as the research participants.In order to study the first question,the questionnaire survey method is mainly used.In order to study the second question,the methods of pre-test and post-test are mainly used.Through the two questionnaires of the experimental class students,it is found that the number of students who love learning among the top students has increased,and the number of students among the middle and slower students that are willing to learn and serious about learning has obviously increased.To make surveys about the second question,the author mainly adopted the methods of pre-test,post-test,and used Excel to analyze the relevant data before and after the experiment.Through stratified teaching of the semester,the average scores of the students in the experimental class are 6 points higher than those of the students in the controlling class.From the number changes of students in each score section,the number of top student further increased,and the slower student reduced.