The Action Research On The Application Of Stratified Teaching In English Reading Teaching In Junior High School ——A Case Study Of A Junior High School In Qianan

The English Curriculum Criteria for Compulsory Education by the Ministry of Education of People’s Republic of China in 2011 clearly puts forward that English teaching should pay attention to the individual differences of learners,teach students according to their aptitude,meet individual needs as much as possible,and then achieve the best overall teaching effect.Based on the requirements of English curriculum goals for students,this thesis is an action research to improve students’ reading scores through stratified teaching under the guidance of “Zone of Proximal Development Theory” and “Optimization Theory of Teaching Process”.The author uses instruments such as text,interview and questionnaire.The author tries to solve the following two research questions:（1）How to use the stratified teaching to teach English reading in junior high school?（2）What is the impact of stratified teaching on junior high school students’ English reading scores?The research participants are 44 students in Grade 8,class 1 in a junior high school in Hebei Province.During the research process,the action research is carried out for 13 weeks.The author uses SPSS 27.0 software,compare and analyze the data,and draw the following conclusions: Firstly,the stratified teaching should be implemented according to students’ stratification,apply strategies to reading,group cooperation,after-school reading and other links;Secondly,the stratified teaching can improve students’ English reading scores.Therefore,applying the stratified teaching to reading teaching can meet the needs of students at different levels.