An Empirical Study Of The Effects Of Level-based Teaching On Students' English Reading In Rural Junior High Schools

With the development of globalization,English is more and more widely used in our life and work.Our country also pays more and more attention to English teaching.In primary school,junior high school,senior school and university,English has been an important part of school curriculum.However,due to the influence of many factors,English teaching in rural junior high schools still faces great difficulties.There are still great differences in English learning among junior middle school students in rural areas.These factors include students' different knowledge base,teachers' different teaching abilities,lack of teaching resources,students' different learning aims and English teaching environment.Therefore,English teaching in rural junior middle schools is a weak link in the reform of English quality education.However,the proportion of English reading achievement in the whole English grade is very heavy,so it is very important to improve the English reading ability of rural junior middle school students if we want to improve the students' overall English achievement.However,in the present English reading teaching in junior high school,teachers try their best to teach students some reading skills,but often ignore the individual differences among them.When designing reading teaching objectives,classroom activities and assignments,teachers often consider the average level of the students.It is difficult to take into account the reading interests of students at all levels andwhether they can read independently.In order to solve this problem,this thesis attempts to apply level-based teaching to the teaching of English reading.The author puts forward two study questions: 1.How does the level-based teaching affect the interest and autonomy of rural junior high school students in learning English reading? 2.How does the level-based teaching affect the students' English reading level in rural junior high schools?Through experiments,the author divides two parallel classes into an experimental class and a reference class.The experimental class adopts the level-based teaching method,while the reference class adopts the traditional teaching method.After testing and recording students' English reading achievement,it is found that there are significant differences in reading scores between the two classes after the experiment.Through the data analysis of questionnaire surveys before and after the experiment,it is found that level-based teaching can bring many benefits to English reading teaching.It can improve students' reading interest and promote students' English reading level.