An Experimental Study Of The Graded Teaching Mode Of English Reading Instruction In Junior High Schools

China always advocates the quality-oriented education. In fact, students still need to facethe pressure of the examination in junior high schools. In terms of the examination, readingcomprehension accounts for a large proportion in English test. So, many teachers who are injunior high schools concentrate on the reading education. However, the teaching of Englishreading in junior high schools still has some problems. While teachers all try their best toteach some reading strategies and they ignore the individual differences among students.Under the framework of the current classroom-based teaching organization, teachers use ateaching strategy to teach all the students. They take the students’ average reading ability intoconsideration when they set the teaching goals and design activities and assignments. It isdifficult for them to care the students’ reading interest and whether they can readautonomously. As is known for all, there are physiological and mental differences amongdifferent students, as well as the interest of subjects and the ability to accept knowledge. So,every student has the difference in reading interest and reading autonomy, the polarization ofthe students’ achievement also exits in every class.In terms of this problem, in this thesis, the author attempts to have an experimental studyapplying the graded teaching mode to English reading classes in junior high schools. Theauthor puts forward three research questions:1) Does the graded teaching mode help toenhance students’ interest in reading?2) Does the graded teaching mode help to improvestudents’ autonomy in reading?3) Does the graded teaching mode shorten the polarization ofthe students’ reading achievements? The design of the experiment is based on the WangJuan’s framework (2011) of the graded teaching mode which has five aspects of grading, i.e.Students gradation, aim gradation, teaching gradation, homework gradation and evaluationgradation. With the experiment hypothesis, the author sets an experimental class and a controlclass in two parallel classes, and then tests and records the two classes’ reading scores. In theexperimental class, the author divides the class into three levels (elementary group,intermediate group and advanced group) based on the students’ reading scores andquestionnaires which investigate on the students’ interest in English reading. In addition, theauthor designs different English reading tasks and homework for students, and re-adjusts the group arrangement every two months based on the students’ periodical reading scores. Theauthor employs the questionnaires, tests and interview to find out that the graded teachingmode has great influence on the students’ reading achievement. With the implementation ofthe graded teaching mode in experiment class, the students’ reading achievement hasstatistical significant difference compared with the students’ in control class. In experimentclass, the students’ interest and autonomy in English reading has significantly enhanced andthe polarization of the reading achievement is improved.