Research On The Design And Application Of Hierarchical English Teaching In Senior High School Based On The Integration Of Reading And Writing

At present,most high schools in China still use large classes with a large number of students,except for some schools which are limited by the small number of students.In order to improve the utilization of teacher resources,these schools still use the large class model,with a class size of approximately 40 to 70 students.However,there are few high schools in these schools that uniformly use stratified teaching mode,which means that if a class has been learning in a constant teaching bias environment of a teacher,it is always a part of the class students who feel the difficulty and depth of learning knowledge is moderate,such as the part of students with medium level.Other students find it difficult to learn or feel that the class is not effective because of the simple content.Therefore,this study uses the method of stratified teaching,with the goal of trying to improve the English ability of students at all levels to their respective upper limits.In the subject of English,reading is the entrance for students to obtain information through language,while writing is the channel for students to output their views.In the process of digestion,students’ language knowledge ability and application ability are exercised and improved.Reading can provide reference for writing ideas and materials,and writing can make students think about reading methods and concerns in turn.Reading and writing promote each other,and the integration of reading and writing can integrate the two aspects of ability and improve them together.However,due to the influence of traditional teaching mode,reading and writing are often separated in daily high school teaching.Literacy integration only occasionally appears in public classes in the form of performance,and has not been applied to literacy training as a long-term stable teaching mode.Moreover,in the implementation of literacy integration,the problem of different levels of students still exists.Because the integration of literacy is a key part of the overall English ability,when the students’ English ability is uneven,the level of literacy will naturally vary.English teachers usually use one teaching scheme to conduct literacy integration training for students at different levels in a class,and rarely carry out hierarchical teaching in the process of literacy integration.Therefore,the actual teaching effect for students at different levels is uneven.Some students at some levels have little or no improvement in literacy ability,and some students at other levels have to adapt to teachers’ teaching expectations.The improvement in literacy is greater.In this context,based on the research on the design and application of literacy integration stratified teaching in high school English,this study intends to solve the following three problems:(1)Can the literacy integration based stratified teaching effectively improve students’ interest in literacy integration and stratified learning?(2)Can hierarchical teaching based on literacy integration effectively optimize students’ literacy integration and hierarchical learning strategies?(3)Can the hierarchical teaching based on the integration of literacy effectively improve the reading and writing level of students at all levels?Based on the theory of "teaching optimization",generalized transfer theory and output-driven hypothesis theory,combined with the instrumentality and practicability of English subjects,this study applies hierarchical literacy integration teaching into practice and explores its implementation effect.Firstly,the concept and related research status of literacy integration and stratified teaching are summarized.Then,the author makes a preliminary teaching plan based on the hierarchical teaching of literacy integration.Then,using the method of empirical comparative research,we set up a control class and an experimental class in Senior one of the school,and implemented the integrated hierarchical teaching of reading and writing in the experimental class for2 months.SPSS 26.0 software was used to compare and analyze the experimental results with the test scores of students at different levels in the control class,their learning attitudes about reading and writing,and their reading and writing strategies.The results show that the stratified teaching based on the integration of literacy can improve the interest of the experimental class students in the combination of literacy and stratified learning,improve their attitudes and strategies for the combination of literacy and stratified teaching,and improve the English reading and writing ability of students at all levels.After the teaching experiment,students also unconsciously develop the consciousness of choosing text materials or practice materials suitable for their learning level,which is conducive to the follow-up independent learning of students and the cultivation of students’ creative and logical thinking.This study also improves the traditional teaching methods and further optimizes the teaching efficiency and effect of teachers.In the follow-up education work and academic research,the richness,level and credibility of the research should be increased according to the actual situation.Enhance the practicability and effectiveness of academic research based on practical problems and cutting-edge theories in teaching.According to the literature review,hierarchical teaching methods are rarely used in the research of literacy integration,and literacy integration is seldom taken as the core in the research of hierarchical teaching,but one aspect of reading or writing is more studied,and there is a lack of research on reading and writing as a whole.This research is based on teaching optimization theory,generalized transfer theory and output-driven hypothesis theory.Verify whether the hierarchical teaching based on the integration of literacy can effectively improve students’ interest in combining reading and writing,optimize students’ reading and writing strategies and hierarchical learning strategies,and improve students’ reading and writing level at all levels.The research results provide references for English teachers in first-line high school in the aspects of literacy integration and stratified teaching,and also provide ideas for the author’s follow-up teaching.