Stratified English Teaching Practice Research On Primary School

Since ancient times, there is a precedent about research and application ofstratified teaching. To apply the stratified teaching concept into subject teaching hasbeen recognized. English as a foreign language teaching should respect not only thesecond language learning characteristics and methods but also the different situationsin China. Primary students are at the golden age of learning a foreign language. It is ahigh time for teachers to support students at this stage to lay a solid foundation forlanguage learning through different levels of learning process in accordance with theirdifferent learning base and background, to form strong interest in English learning andto enhance their learning achievement.This paper is a study report based on action research. Data were collected throughtwo questionnaire surveys and a pre-, medium-and post-tests comparison, using106students in a primary school. Data were analyzed in five aspects. The findings showthat “Stratified teaching” fits the principle of differentiated teaching to students withdifferent aptitudes. Students with varied learning abilities were able to start from their“starting line” of development and to maximize their learning potential. The study alsoshows that the majority of participants have changed their passive learning method inthe past; they became active participants and were able to adjust their learning methodsaccording to their own characteristics. By paying attention to classroom interaction,learning experience and language generation, teachers changed their traditionalevaluation methods to a combination of stratified and profiled methods, which promotethe development of both teachers and students effectively and improve students’English learning achievement.