The Application Of The Stratified Teaching On English Reading In The Rural Junior Middle School

With the development of the reform and opening-up policy of our country,English as an important language communication tool is paid more attention by more and more people.So learning English and learning it well are the most important aims of every student.There are many ways to learn English and reading is one of the important ways of learning.In secondary schools in China,English reading comprehension questions usually account for relatively large scores in the finals and,even in the College Entrance Examination.Therefore,every English teacher attaches great importance to the teaching of English reading.Because of the teaching conditions,family education and other factors,English teaching in rural middle school is facing severe difficulties.Most English teachers design their teaching plans according to the average level of the class,no matter on teaching goals setting,teaching activities designing,as well as the after-school assignments.Over time,there have been a phenomenon that high-level students feel "not enough to learn",whereas a few students in the same class the " too much to learn".Eventually,most of them would lose both interest and confidence in the English reading class.In face of the situation mentioned above,Stratified teaching is obviously an effective teaching method.Stratified teaching requires teachers to respect students' individual differences.Students in different levels are put forward different teaching requirements and goals,thus teachers can thoroughly understand the situation of students in accordance with their aptitude,then to stimulate the enthusiasm of students,finally to achieve the goal of development for all students.This research attempts to apply the Stratified teaching to the rural middle school in English reading teaching,and has done the related experiment.In this experiment,based on scores they achieved in reading comprehension test of their ninth grade entrance examination,the students were divided into three groups: zero-based layer,improving layer and improved layer.And the following three research questions were put forward: 1)Can the stratified teaching model help improve students' reading achievement in junior high school,2)Is the stratified teaching method effective for the students with weak English proficiency? 3)Can stratified reading teaching make students more interested in English learning? In the teaching,the author employed the theory of " the Individual Difference in Second Language Learning ",the theory of " Individualized Education ",and the theory of " Zone of Proximal Development " of Vygotsky as the theoretical basis to understand the pre-experiment reading habits,interests and reading strategies of the students then,the corresponding reading tasks and homework assignments are designed pertinent,and the stratified structure is adjusted in time according to the dynamic development of the students' level.After the experiment,the teaching of stratified reading was evaluated.And the following results were obtained:(1).The application of stratified teaching in English reading at a rural middle school not only improved students' reading greatly,but also enlarged students' vocabulary.Plus,students' ability of translating also improved significantly.(2).Stratified teaching stimulated students' interests in learning English.After the experiment,the students became more interested in English learning,and they became more active in learning English.(3)Stratified teaching had improved students' relationship with teachers.Through stratified teaching experiment,we,as teachers,had better relationships with students than before after the experiment.This is good for establishing new teacher-student relationship.This study is divided into five chapters.The first chapter: Introduction.This chapter mainly introduces the background of this study,the purpose and significance of the study,and the structure of the thesis.Chapter Two: Literature review.This chapter mainly introduces the stratified teaching and reading teaching in rural area.It also analyzes the theoretical foundation of this paper.They are the Individual Difference in Second Language Learning,the theory of Individualized Education and the theory of Zone of Proximal Development.This part also analyzes the related research of stratification teaching model in English reading instruction at home and abroad.Chapter three:Research Methodology.This chapter focuses on research questions,research participants,research instruments,which including test and individual interviews.This part also analyzes the research design and data analysis of this paper.Chapter four is the results and discussion.Chapter five is the conclusion.This part analyzes the research results and the revelation of experimental results to the reading teaching.