A Study On Application Of Stratified English Teaching In Senior High School

According to New English Curriculum Standard(ministry of education,2017),the education concept of taking students as subject and respecting individual differences is reflected,it is imperative to explore new teaching method.In the traditional teaching,the school organizes the teaching in the form of large-scale class,which are composed of students with different scores and different learning abilities.Teachers ignore the analysis of individual differences of students,and it is difficult to take into account the real needs of each student's development,in the long run,it is bound to result in the polarization of teaching effects.Aiming at this problem,stratified teaching complied with the requirements of New English Curriculum Standard reform to teaching to a great extent,put forward the requirement that teachers should respect the objective difference among students.On the basis of fully understanding the objective differences of students' personality characteristics,interests and hobbies,teachers should combine the knowledge base and development potential of students at specific stages,divide students into different levels,and teach students in accordance with their aptitude so that students at different levels are suitable for their own teaching so as to achieve the ultimate goal of New English Curriculum Standard reform.In order to verify the effectiveness of stratified teaching in senior high school English teaching,this research attempts to apply stratified teaching to senior high school English teaching.This research adopts questionnaire method,experimental method and interviewing method and takes the 110 students in two parallel classes in Grade 2 of No.2 senior school in Kashi area as the research subjects.Before experiment,a questionnaire survey is conducted in the experimental class to investigate the students' interest in learning English before the experiment,meanwhile,a English test is taken to students in experimental class and control class respectively.According to the survey,the fifteen weeks experimental study is conducted by the author.During the experiment,the control class adopts the traditional teaching method,while the experimental class applies the stratified teaching to the English teaching,and designs teaching objectives specifically and learning tasks with different degrees of difficulty for students atdifferent levels,and carries out mid-term interviews for the experimental class.After the experiment,a post test is carried out in two classes,and then the experimental class is conducted with a questionnaire,and the data are analyzed statistically by SPSS 22.0.Empirical study results show that the experimental class average score is higher than the controlled class in the post test English,there were significant differences between the two classes in English achievement,and the students in the experimental class also improved their achievement after the experiment compared with before the experiment,after all of this shows that compared with the traditional teaching,stratified teaching has certain positive role on improving students' English achievement.This thesis on the basis of learning from the previous research methods and achievements,and the necessity and feasibility of constructing the stratified teaching which is suitable for the current situation of senior high school education in China are systematically expounded,at the same time,it explores the application of stratified teaching in senior high school English teaching,and provides some suggestions for senior high school English teaching,which can be used for reference,finally,the author also puts forward the corresponding teaching prospect and the shortcomings of stratified teaching in this study for reference.