A Study On The Effect Of Heterogeneous And Cooperative Stratified English Teaching In Higher Primary Schools On Promoting Students’ Learning Immersion Experience And Academic Self-efficacy

Objective: The traditional teaching mode in our country is "one-size-fits-all" and ignores students’ individual differences.The whole class trains students with the same teaching objective,teaching requirements,teaching methods and teaching modes.According to the English Curriculum Standards,teachers should respect the individual differences of students and meet the learning needs of different students on the basis of facing all students,so that each student can be fully developed.The researcher’s area has offered English courses since the first grade of primary school.However,with the passage of time and the gradual deepening of learning content,students’ English scores are seriously divided into two levels,and students’ interest in English learning is declining.There are obvious individual differences between students’ intelligence and non-intelligence factors.This study explores whether heterogeneous cooperative hierarchical teaching in primary school English has a significant correlation with pupils’ academic performance,learning immersion experience and academic self-efficacy,and whether it has a positive or negative predictive effect.It provides a reference for first-line English teachers to pay attention to students’ psychological dynamics and effects in hierarchical teaching.Methods: Two classes of the fifth grade in a primary school in Dongguan Town of a city were selected to conduct a 20-week experiment.One class was randomly selected as the experimental class.The experimental class was taught by heterogeneous cooperation and stratified teaching,while the other class was taken as the control class.Discuss the following questions:(1)There are differences in English achievement between the experimental class and the control class after the implementation of heterogeneous cooperative hierarchical teaching: the experimental class is better than the control class;English hierarchical teaching has a positive predictive effect on pupils’ learning achievement.(2)Heterogeneous cooperative hierarchical teaching has certain influence on primary school students’ learning immersion experience and academic self-efficacy.The adolescent learning immersion experience scale and academic self-efficacy questionnaire were used to conduct pre-and post-test experiments on the experimental class and the control table,and SPSS20.0 was used for data analysis and processing.Result:(1)There are significant differences in the English scores of the experimental class before and after the implementation of heterogeneous cooperative hierarchical teaching.After the experiment,the students in the experimental class have made significant progress in the post-test results compared with the pre-test results.After the experiment,the students in Group C have made more significant progress than those in Group A and Group B.It can be concluded that heterogeneous cooperative hierarchical teaching intervention is effective in improving students’ English performance.(2)After the implementation of heterogeneous cooperative hierarchical teaching intervention,there were significant differences in learning immersion experience in the experimental class(p >0.05).There were significant differences in the dimensions of balance of tasks and skills,integration of consciousness and action,purpose and feedback,concentration and enjoyment of experience(p< 0.01).Combining with the results of significance test before intervention,we can conclude that heterogeneous cooperative hierarchical teaching can improve learning.Immersion experience has intervention effect.(3)After the implementation of heterogeneous cooperative hierarchical teaching intervention,the experimental class had significant differences in academic self-efficacy(p <0.01),learning ability self-efficacy,learning behavior self-efficacy and other dimensions(p<0.01).Combining with the results of pre-intervention difference test,it can be concluded that the implementation of hierarchical teaching has intervention effect on academic self-efficacy and improves students’ learning subjectivity.Conclusion: Heterogeneous cooperation and layered teaching intervention is an effective means to improve students’ English performance.At the same time,it can promote students’ immersion experience and academic self-efficacy,and promote students’ mental health development.