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Exploration On Stratified Teaching Of English Reading In Rural Junior High School

Posted on:2019-07-30Degree:MasterType:Thesis
Country:ChinaCandidate:W J ZhangFull Text:PDF
GTID:2405330572458025Subject:Education
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It is well known that English is a communicative language,so it has attracted more and more attention all over the world.Reading comprehension plays an important role in all kinds of English tests.English reading ability is one of the necessary skills for students to acquire knowledge.The teaching of rural junior middle school English reading is an important part of basic English teaching.However,it also has many problems.The students in rural middle school don't have subjective desires to learn English and they are also short of appropriate reading strategies and reading skills.So there's no harmonious learning atmosphere in classes.Rural teachers' teaching concepts are relatively conservative,and their teaching methods are relatively rigid.Therefore,we need to update the concept and explore new methods.Trying to improve the English reading levels and reading abilities of the rural junior high school students,is a major problem to be solved in the current rural English education and teaching work.The study is supported by the theory of the theory of " Zone of Proximal Development " and the theory of Bloom's Classifying of Educational Objectives,it combines chunks with reading hierarchical teaching.In the course of the study,the researcher choose 100 students from two classes of Grade three in a rural junior middle school of Zibo to be the subjects.The students are divided into three levels according to their academic achievements,learning ability and knowledge mastery: A Level is the top students with better c omprehensive abilities;B Level is the average students with general knowledge and abilities;C Level is the poor students with weak learning abilities.The researcher sets different levels of teaching objectives for different levels of students.According to this,the researcher implement chunks teaching to each link of the teaching activities including article guidance,while-reading tasks,reading assignments,post-reading evaluation and extra-curricular reading.During the experiment,the students were tested for three times.One of the testes was conducted before the experiment,which aimed to know the students ' English reading levels to classify them scientifically.The other two are post-experiment tests,which are mainly used to detect the implementation of lexical chunks in stratification teaching of English reading,collecting and analyzing datum.Through the experiment of lexical chunks teaching in the stratified teaching of English reading,the following findings have been found in this study: First,lexical chunks teaching increases students' vocabulary and improves their reading efficiency;Second,lexical chunks teaching helps students grasp the whole text structure and change their English learning strategies;The third,chunks of teaching is to lighten the burden of reading input,enhance students' confidence,and change their attitudes towards English learning.In the process of teaching,we try our best to give students of different levels more guide to use lexical chunks while they are reading,so as to make the top students better,the middle level students learn more reading skills and strategies and change poor students' attitudes to English leaning academically.Thus the reading abilities of students at all levels are improved.
Keywords/Search Tags:Stratified teaching of reading, Lexical Chunks, English in rural junior high schools
PDF Full Text Request
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