A Pragmatic Research On The Application Of Stratified Teaching Of English Reading In Senior Two Under New Curriculum Standards

The English curriculum standard for senior high schools(2017)clearly emphasizes the core concept of “cultivating students by virtue” and asks the teacher to construct a“hierarchical,classified,dynamic and diverse” curriculum system to meet the needs of different students' comprehensive development.Students are independent individuals,who have obvious differences in intelligence and non-intellectual factors,they should be treated differently.The stratified reading teaching mode conforms to the basic concept of the latest curriculum standard,and teachers can teach them according to the actual situation of the students so that everyone can be developed and improved on the basis of their original reading ability.By taking the students of class 13 and 17 of Grade 2 of a high School in Guizhou Province as the subject and based on the latest English curriculum standard for senior high schools(2017),Krashen's “i+1 theory” and Babansky's “optimization of teaching process”,this study divide students into three levels: the difficult,middle and superior layers according to their intellectual and non-intellectual factors,and provide them with different teaching tasks.By using the method of questionnaire and test,this paper makes a comparative analysis of the survey data and test scores of the two classes,aiming to explore the following three questions:(1)Whether the stratified reading teaching mode can improve the students' reading grades? If so,which level of students has the most obvious effect?(2)What's the influence of the mode on students' emotional attitudes,reading habits and the use of reading strategies?(3)How well do students accept the stratified reading teaching mode?The results of this experiment show that after the implementation of this mode,the average score of the students in the experimental class has not increased much on its original basis,but compared with the reading performance of the control class,it can still effectively show that this model has a positive impact on students' reading grades,and it helps the difficult layers the most,followed by the middle layers;In addition,theimplementation of this reading mode is conducive to enhancing students' self-confidence,stimulating their learning initiative and promoting them to develop good learning habits and grasp the corresponding reading strategies to form their own unique learning methods;Finally,more than 70% of the students in the experimental class are satisfied with this mode and indicate that they are willing to continue to accept the stratified reading teaching mode in the future.