| Reading is as an important way to stimulate information and expand the quantity of knowledge,therefore,the cultivation of reading ability is particularly important in English teaching.The process of reading comprehension is an inner activity(Chen Ze hang,2016),and students have different learning experiences,learning ability and learning style.It is a great challenge for teachers to improve students' reading ability in English teaching.Under the current teaching system in China,teachers are still adopting the same teaching contents,teaching objectives,teaching activities and the same evaluation methods to all the students in one class.This will probably make high-level students feel that the classroom is not challenging,lower-level students can't keep up with others and lose confidence gradually.In this case,stratified teaching emerged to help the teacher to pay attention to the individual differences of students and to meet the needs of students at different levels.The implicit stratified teaching in this thesis was derived from stratified teaching and based on Zone of Proximal Development Theory and Optimization of Teaching Process Theory.In this teaching mode,the students with the similar learning level are secretly assigned to different groups in the classroom on the basis of considering the students' original foundation,intelligence characteristics,and learning potential to meet the learning needs of students at different levels.The purpose of the thesis is to test the effectiveness of the Implicit Stratified Teaching in junior middle school English reading teaching by solving two problems:(1)Can implicit stratified teaching improve students' reading score? If so,which level of students will be improved more?(2)What aspects of reading ability will be improved? Before the experiment,the English scores of the second semester of theseventh grade of No.11 Middle School in Kashi in 2018-2019 were analyzed,and two classes with no significant difference in scores were selected as the experimental class and the controlled class,and the present situation of English learning and English reading were investigated by questionnaire,which provided the basis for the stratification of the students in the experimental class.In the process of the experiment,the controlled class adopted the teaching method as before,and the implicit stratified teaching was used in the experimental class.After the experiment,the experimental data were analyzed by SPSS 21.0.According to the results,the students were interviewed to further verify the experimental results.After three months of experimental research in the experimental class,the following conclusions are drawn:(1)The implicit stratified teaching can improve the students' reading ability,and by comparing the improvement of the reading ability of the three-level student,it is found that the basic level students were improved obviously,and the development of the developing level is relatively small.(2)As far as the specific aspects of students' reading ability is concerned,students' ability of guessing words and refining the main idea in reading are improved obviously.It can be concluded that the implicit stratified reading teaching greatly embodies the principle of teaching students according to their aptitude.Only According to the students' cognitive characteristics and learning style,can the teacher train the students as independent learners.On the basis of concluding,summarizing and studying the previous research methods and achievements,this thesis verifies the necessity and feasibility of implicit stratified teaching in junior middle school English reading teaching,and has a certain reference for enriching relevant researches.Because of the short trial period,the stratification of students is not dynamically adjusted in the experiment,which needs to be continuously improved in the future research. |
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