Application Of Graded English Teaching In Rural Middle School

With the development of the information technology and economic globalization,English as the most important information carrier，has been playing an increasinglyprominent role in international exchanges and competition in various fields. Hence there isgrowing concern over the quality of English education. The large-size class teaching inChina is likely to ignore students’ individual language needs and thus to affect the teachingeffect.Based on a preliminary survey of the current situation of English teaching in the localschool and on a review of the education reform practice in China and abroad, the authorattempts to experiment with graded teaching of English upon her own students, with aview to improving learning results.The participants comes from two parallel classes of Grade Nine, in Tai Ping MiddleSchool in Xiang Cheng District of Suzhou. Class Six is the experimental class, and ClassFive is the control class. During the sixteen-week experiment, the twenty-eight students ofClass Six are classified into three language proficiency levels—A, B, and C, and are givenlanguage tasks and evaluated accordingly. In the experiment, surveys and tests are used forresearch. The author collects the results of every important test of the experimental classand the controlled class, and analyzes the results of the questionnaire. The results of theexperiment show that the graded teaching can help the students stimulate their interest inEnglish study, enhance students’ sense of achievement and confidence, and cultivate goodlearning habits, and ultimately help students achieve better learning results.It is finally suggested that students must be centered in the graded teaching, thatevaluation methods should be varied and that teachers should develop their culturalrefinement and professional competence in the process.