An Empirical Research On The Effectiveness Of Stratified Teaching Method In Inland Xinjiang Senior High Class Students’ English Reading

So far,the study on Stratified Teaching Method(STM)is very sufficient both at home and abroad,including different disciplines,different types and different teaching forms(curriculum reform method,parallel class system,optional class system,inner class system,implicitly or explicitly form,etc.),the pros and cons of stratification,and its influence,etc.But in view of the inland Xinjiang senior high class,there’s little research on using STM to guide the English reading teachingOn the basis of the situations mentioned above,this study is designed to investigate the effectiveness and reasons of using STM in English reading teaching in inland Xinjiang senior high class,and seeks to shed some light on the pedagogical reforms that should be conducted to change the teaching ideas and methods in the same kind class.Besides,the study tries to improve the students’ English reading level to the greatest extent,so as to get the ideal teaching effect.By analyzing teachers’ different treatment of students,teaching objectives,class activities organization,after-class instruction and evaluation to students’ performance system as well as some practical measures,the research put forward some psychological guidance by doing research on two natural classes(82 subjects)named controlled class(CC)and experimental class(EC)of senior high school students who both participated in the pretest and the post test Meanwhile,two different teaching models were implemented respectively in CC and ECThe quantitative research includes a one-semester experiment,a questionnaire and a survey The qualitative research takes the form of interview.After the end of the semester,5 students from each group in EC were selected as interviewees.The data of the 2 tests were collected and analyzed through independent T test by using Statistical Package for Social Sciences(SPSS)17.0The author conducted the experiment,basing on these theories:The Mastery Learning,Zone of Proximal Development Theory,and Optimization of Teaching Process TheoryThe main research questions in the experiment are1.To what extend do students in inland Xinjiang senior high class accept STM applied in English reading teaching?2.Can STM improve students’ English reading group in inland Xinjiang senior high class?And on which group can STM have the greatest influence?3.Why can STM influence students’ English reading level in inland Xinjiang senior high class?The data analysis generated the following results1.The STM is highly accepted by students from inland XinJiang high class in English reading teaching.2.Students’English reading level with STM has been improved.And students of inland XinJiang high class in BG have made more progress than students in AG,and students in DG following3.The reasons why students’ English reading level with STM has been improved are as following(1).From students’ point of view,STM can make students:(a).Have enough positive psychological pressure.(b).Be noticed,inspired,cared and encouraged by the teacher.(c)Helped and encouraged by desk mates.(d).Be easier in homework so having time to review and do more exercises.(e).Get more instruction from the teacher.(f).Have more chances to challenge themselves.(g).Take more participation in class activities.(h).Be more interested in English.(2).From teacher’s point of view,STM forces the teacher:(a).Put much more energy on instructing and caring students.(b).Put much more energy on preparing each class and each homework.(c).Admit that all the students are different and can be improved to some extend.(d)Get understanding,support,and coordination from students.(e).Guide students learning method and skills.(f).Students’ confidence in learning English wellThe findings yielded in this study may have some pedagogical implications:Firstly,conducting dynamic adjustment on grading students is very necessary for the teacher when adapting STM in the English reading class.Secondly,higher and more requirements are raised for teachers to develop their professionalism.Thirdly,the study has tested a method for improving students’ confidence,which is a crucial element for students’ English learningBesides,it points out the limitations of its implementation and provides some corresponding suggestions.This study undoubtedly supplies some reference information for the further exploration of this practice.