Investigation And Research On The Application Status Of Stratified Teaching In Junior High School English Reading Teaching

With the development of stratified teaching research in recent years,more and more English teachers in junior middle school have applied stratified reading teaching.However,most of the previous studies focused on the application in high school students and college students.The current situation of this teaching in junior middle school needs to be explored.This study aims to investigate the application of stratified teaching in junior middle school English reading teaching,and try to find out the problems and solutions.Based on the theory of teaching students in accordance of their aptitude,the theory of the zone of proximal development,the teaching process optimization theory and the input hypothesis,this study tries to investigate three grades of students and the English teachers in a junior high school in Zouping.The methods used are questionnaire investigation,interview and classroom observation.This study specifically answers the following questions:(1)What is the current situation of stratified teaching in junior high school English reading teaching?(2)What are the problems in the implementation of stratified teaching in junior middle school English reading teaching?(3)What are the reasons for the problems in the implementation of stratified teaching in junior middle school English reading teaching?Findings are as the follows:(1)At present,stratified teaching is widely used in junior middle school English reading teaching.Most English teachers in junior middle school have a basic understanding of stratified teaching.In the actual process of teaching,English teachers can apply this teaching model to a certain extent.English teachers are generally optimistic about the teaching model.Some teachers acknowledge it and try hard to apply it,while others are not very optimistic about this teaching.(2)But there are some problems with the application of stratified English reading teaching in junior middle school.In cognition,there are misunderstandings of stratified teaching for teachers and students.In actual implementation of this teaching,teachers lack the innovative ideas in the the layered method,selection of reading materials,and layered evaluation.In terms of teachers’ attitude,some teachers mainly manifest that stratified teaching increases the teaching burden and they don’t want to learn these new teaching theories.(3)In the view of above implementation and the problems,the author discussed the reasons for the above problems through interviews.From the perspective of teachers,some teachers lack clear cognitive and practice guidance about the stratified teaching,and they don’t learn enough about new theory.From the perspective of students,students’ misunderstanding of the meaning and the significance of stratified teaching will also affect the implementation of stratified teaching.Moreover,some students have weak foundation and poor initiative,so stratified teaching does not play an obvious role in their learning,which also restricts the implementation effect of stratified teaching.This study focuses on current situation of the stratified English reading teaching in junior middle school and discovers the problems that appeared in the process of its application,as well as deeply analyzes reasons.Then this research provides some solutions to promote further development of stratified teaching application.The author will continue to focus on the use of stratified teaching and try to make it better to improve English teaching in junior middle school.