A Study On Application Of The Implicit Graded Teaching Model In English Reading Teaching In Senior High School

The English Curriculum Standard(2011)points out: “English reading,as an important component of language skills,is the main part of language learning process”.Moreover,reading occupies a large proportion in College Entrance Examination,so the English reading teaching in senior high school proves to be especially important.However,in the traditional model of teaching,teachers often set the teaching goals for all students,including designing of teaching activities and homework assignments.They ignore the differences among individuals which will lead to a phenomenon that the students' learning enthusiasm is not high,and their scores are low.In order to change the present situation of English reading teaching in senior high school and improve the reading scores of students,the author attempts to apply the implicit graded teaching model in English reading teaching in senior high school,aiming to explore its feasibility and effectiveness.Implicit graded teaching model is developed by graded teaching which taking the zone of proximal development theory and the mastery learning theory as theoretical basis.According to the different characteristics,students are divided into different gradations in light of the teaching objectives,classroom activities,homework and evaluation.This method can not only protect students' self-esteem,but also meet the needs of different students so as to promote the all-round development of students.This study attempts to explore the following three questions: 1.What is the influence of implicit graded teaching model on students' motivation in learning English reading?2.What effect does implicit graded teaching model have on students' English reading scores? 3.In implicit graded teaching model,what measures can promote the progress of students in the middle level?The author adopts a combination of qualitative and quantitative method and carries out an experiment for 16 weeks in Gaizhou No.1 Senior High School of Liaoning province.The students in two classes are chosen to be the participants in the experiment.The author takes Class 13 as the experimental class(EC),which uses the implicit graded teaching model and Class 14 as the control class(CC),which still uses the traditional teaching model.In order to investigate the students' motivation to study English reading,the author conducted a questionnaire survey before and after the experiment and made a data analysis.In addition,the reading scores of the two classes' students were collected and analyzed respectively before and after the experiment.The experimental results show that compared with the traditional teaching method,implicit graded teaching model has a positive impact on the learning motivation of students' English reading,which can help students improve theirconfidence in English learning.The implementation of the implicit graded teaching can promote the English reading level of senior high school students and improve their English reading scores.In addition,the rational use of questioning strategies,feedback strategies,competition and reward strategies can help students in the middle level to make progress.In a word,implicit graded teaching has important implications for English reading teaching in senior high school.If it is properly implemented,it can improve the teaching level of high school English reading effectively.There are still some deficiencies in this study.For example,the unreasonable implicit gradation of students and the high requirements for teachers' instructional qualities are areas that need to be overcome and improved in future related researches.