| In junior high school English teaching,reading teaching accounts for a large proportion and it is both important and difficult for teachers to cultivate students’ English reading ability.However,in the stage of compulsory education,in order to ensure educational equity,the setting of teaching content and teaching objectives by schools and teachers is often based on the average level of students in the class,which leads to different views and attitudes towards reading learning between students with strong reading ability and those with weak reading ability.Therefore,the unified teaching method is difficult to meet the needs of students with different ability levels,and students’ interest in learning English,habits and abilities need to be improved.In view of this,this paper believes that it is necessary to carry out the exploration of stratified teaching based on different basic levels of students according to the new curriculum standards of junior high school English and the current teaching situation of students’ individual differences.Based on the above background,this study focused on the relationship between stratified English teaching and English reading level of junior middle school students.And the study took 84 students from two classes of the same level in Grade Eight of a middle school in Hefei,Anhui Province as the research object.From March 2022 to June 2022,the teaching experiment lasted for 4 months,that is,one semester.The study took one class as the experimental class and adopted the stratified teaching method,and the other class as the control class and adopted the traditional teaching method.In this paper,the students in the experimental class were divided into three levels of reading according to their differences: the development level(Level A),the improvement level(Level B),and the basic level(Level C).They corresponded to three types of students with excellent reading level,medium reading level,and temporarily backward reading level,and they were evenly divided into different groups.In terms of teaching activities,the study stratified teaching objectives,teaching contents,homework and teaching evaluation.This study is based on the principle of Teaching Students in Accordance with Their Aptitude,Language Input Hypothesis and Zone of Proximal Development Theory.In the study,literature,questionnaire,experiment,analysis and interview were used as research methods,and SPSS27.0 was used to analyze the data changes before and after the experiment.The study mainly discusses whether stratified teaching can help junior middle school students improve their interest in English reading,reading habits,strategies and reading ability,in order to verify the feasibility and effectiveness of stratified teaching in English reading.The study mainly discusses and tries to solve the following key problems:(1)What are the effects of stratified teaching on junior middle school students’ interest in English reading?(2)What are the effects of stratified teaching on the reading habits and strategies of junior middle school students?(3)What are the effects of stratified teaching on the improvement of reading ability of junior middle school students?The experimental results show that the stratified reading teaching method can enhance students’ interest in English reading,improve their reading habits and strategies,and improve their reading scores and reading ability.The main experimental results are as follows:(1)The experimental class students’ interest in reading has been significantly improved.Through the comparative analysis of the two questionnaires before and after the experimental class,as well as the interviews records with students of all levels,it can be seen that the reading interest of students in the experimental class has been significantly improved,and the classroom atmosphere is significantly more active than before.In particular,the basic level students answer questions actively in class and are brave to share their views and ideas.(2)Students’ reading habits and reading strategies have been greatly improved.By comparing and analyzing the data of two questionnaires before and after the experimental class,as well as the interview results with students of all levels,it can be seen that with the increase of learning confidence,students gradually develop good reading habits and have clear goals in the process of reading.Moreover,students can flexibly use reading methods such as intensive reading,skimming and scanning according to different reading materials and reading scenes,which has greatly improved their reading strategies and efficiency.(3)The reading scores of the students in the experimental class have improved significantly.By comparing and analyzing the pre-test and post-test reading scores of the experimental class and the control class,it can be seen that the reading scores of the experimental class have been significantly improved.Among them,the improvement of students in level C was the most obvious,followed by the students in level B,and students in level A improved the least.As the most quantitative manifestation of the improvement of students’ reading ability,the improvement of students’ reading scores directly reflects the effectiveness of the stratified teaching experiment method.However,due to the limited number of samples and insufficient experimental time,there are still some shortcomings.Therefore,at the end of the article,some enlightenments and suggestions on stratified teaching are also provided. |
