| This paper mainly makes an empirical study on the influence of stratified teaching method on junior high schools students' interest and achievement in English reading.In recent years,all parts of the country have carried out stratified teaching experiments,scholars and experts such as Wang Juan,Xia Henan and Zhao Jieying have studied the application of stratified teaching in English reading class successively,which shows that the stratified teaching of English reading has attracted more and more attention,and the study of this project has certain value and significance.However,the study on how to implement effective stratified teaching of English reading in English classroom is still not comprehensive.The innovation of this study is that the English reading course in the whole experimental process is a "holistic stratified teaching" based on the "holistic teaching method".When setting the goal of stratified teaching,designing the activities and tasks of stratified teaching for students,we not only take into account the accomplishment of the whole teaching goal and content,but also fully consider the actual reading level and their cognitive ability of the students at all levels.In the reading class,we not only implement the stratified reading teaching,but also let the students at all levels carry out group cooperative learning.Gardner's Multiple Intelligences Theory,Vygotsky's the Zone ofProximal Development Theory,Bloom's Mastery Learning Theory provide theoretical basis for the experiment.I intend to discuss two research questions: 1)How does stratified reading teaching influence students' English reading interest? 2)How does stratified reading teaching influence students' English reading achievement? In this study,two classes in Grade 9 of Meitang Middle School in Shi Tingzi Town,Qidong County were selected for experiment.Class 1,Grade 9 was called experimental class and stratified teaching method was adopted,while Class 2,Grade 9 was named control class,with traditional teaching methods.In the experiment,the author collected the data of English reading scores before and after the experiment and questionnaires before and after the experiment between the experimental class and the control class and made statistics with SPSS 22.0 software.Independent sample T-test and paired sample T-test were applied to analyze the data.The major findings are as follows: 1)Stratified reading teaching can promote students' interest at all levels in the experimental class,and let students gradually like English reading classes,especially at the basic level.2)Stratified reading teaching can improve the English reading achievements of students at all levels in the experimental class,and promote the overall English reading performance of the whole class.This study provides some pedagogical implications for English reading teaching in junior high schools.Firstly,teachers should respect students' characteristics,and teaching should be geared to all students.Secondly,they should teach students in accordance with their aptitude and be good at designing reading tasks with different gradients so that each student can experience the joy of success.Thirdly,Stratified teaching should be combined with cooperative learning.Lastly,they should assign reading assignments after class to avoid invalid assignments.At the same time,this study also has a good reference for other teachers on how to stimulate students' interest in English reading,improve students' reading habits and reading strategies.Although this study has proved that the stratified reading teaching has many benefits,there are still shortcomings,which need to be further explored and improved.Because this experiment was only carried out in my own class,the time was relatively short,and students' reading ability and interest may be affected by other aspects.Therefore,it is necessary to carry out stratified reading teaching in more schools and to study the factors affecting students' reading ability and interest from various aspects. |
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