A Study On The Application Of The Graded Teaching Model In Junior Middle School On English Teaching

Nowadays,the competition of talents is becoming more and more intense,which puts forward higher requirements for China' s education,and the improvement of education reform is the trend of times.At present,China's junior middle school teaching has characteristics of the numerous students,the difference between students learning ability,such as the foundation of English.For English teachers in junior middle school,it is difficult to take care of the learning needs of each student.Instead,methods taking care of most students are often used in the development of teaching objectives,learning activities and the planning of teaching programs.But this method always resulting in the learning potential of strong learning students can't be developed,and also for poor learning students,they cannot understand the class.China's junior middle school teaching usually adopts the outline of the task-based teaching,but because of the obsolete teaching methods,which can not really implement the student-oriented teaching theory,also it is really difficult to express the task teaching objectives,such teaching methods easily decline the learning interest of students,so that the enthusiasm of learning English is gradually decreasing,the improvement of English performance is minimal.In such a context,in order to developing academic performance and ability for different students,the concept of grade teaching is gradually produced.In the history of education in China,the history of grade teaching is also very long,as early as the Spring and Autumn period the educator,philosopher Confucius had put forward the "individualized teaching."This study attempts to explore the following questions: 1.Does the graded teaching model have an impact on the motivation of junior middle school students to learn English? 2.Does the graded teaching model affect the students' English scores? 3.For the middle level students,what measures can inspire the progress in graded teaching model?The author carries out the experiment for four months in Haicheng No.4 Junior Middle School of Liaoning province.The author takes Class 9 Grade 8 as the experimental class that uses the graded teaching theory.The author takes Class 3 Grade 8 as the control class that still uses the traditional teaching theory.In order to investigate the students' motivation to study English,the author chose the questionnaire survey,the scores of the two classes' students were collected and analyzed and so on.The experiment results show that: First of all,grade teaching can improve the enthusiasm of students to participate in English learning,increase students' self-confidence.Second,graded teaching can improve students' academic scores.Finally,graded teaching helps students of different levels develop some good habits of learning English.All in all,graded teaching theory has important implications for English teaching in Junior high school.If it is properly implemented,it can not only improve the teaching level of Junior high school,but also improve the students' scores.