A Study Of Stratified-teaching Of English In Primary School

To many teachers in different districts, classroom teaching is one kind of the traditional teaching ways. But the discrepancy between the students is always a big problem, which is difficult to be solved. The discrepancy between the students has become one of the difficult points of teaching. People are trying their best to find a better way to solve the problem of the teaching model in a classroom.After teaching and analyzing the current situation of English teaching in primary schools and studying about the reform practice in China and other countries, the author decided to carry out the experiment on stratified-teaching of English (STE) in his English classes in Chinese Academy of Agricultural Sciences Elementary School (CAASES) in Haidian District, Beijing.The stratified-teaching of English (STE) methodology is in accordance with the theory of materialism and dialectic principle, and also in conformity to the pedagogical theories. It takes into consideration the students’psychology of learning. It is compatible with the principle of teaching students in accordance with their aptitude and the principle of acceptability. So it has an extensive theoretic basis. The study was based on such theoretical frameworks as "Mastery of learning theory","Zone of proximal development theory" and" Optimization of teaching process theory".The purpose of the thesis was to improve the current situation of English teaching by applying stratified-teaching of English (STE) mode to English teaching in Class One and Class Two of Grade Five in Chinese Academy of Agricultural Sciences Elementary School (CAASES).And in order to find out the teaching effect, the author chose their parallel classes-Class Three and Class Four of Grade Five as the controlled classes. The experiment was kept for one semester, from September2011to January2012. Before and after the experiment, three test papers (one pre-test paper and two post-test papers) were used to investigate students’ performances on English achievement. At the same time, a questionnaire on English learning was also used in the study to investigate students’learning situation before and after the experiment.Based on the main findings and the in-depth discussions according to the experiments, stratified-teaching of English (STE) in English was more effective in improving students’interest of learning English and also in the result of the examinations than the traditional unstratified-teaching of English mode.The stratified-teaching of English (STE) methodology is based on the premises that there are differences among the students. The stratified-teaching of English (STE) is carried out to all the students in the same classroom. The methodology can contribute to the improvement of teachers’qualities. It can stimulate the students to play their major role in the teaching and learning processes. And it can also help to develop the good habits of learning.The thesis consists of five parts. The first part presents the background, the purpose and significance of the study, research questions. The second part covers the definition of stratified-teaching of English (STE), theoretical frameworks and previous researches both at home and aboard on it. The third part indicates how to carry out stratified-teaching of English (STE) in English classroom in experimental classes in Chinese Academy of Agricultural Sciences Elementary School (CAASES). The fourth part tells how to collect and analyze the datum of the teaching effect, discusses the results of the teaching effect. And the last part is a summary of the whole thesis, in which the author also puts forward its limitations, deep thoughts on perfecting stratified-teaching of English (STE) and gives some suggestions to further studies.