An Applied Study Of Implicit Graded Model In Middle School English Teaching

The implementation of quality education needs teachers to pay attention to each student’s development. Finding the advantages of each student and develop their potential and talent, so that each student can be lively and overall development. Not only in the knowledge and ability, emotion and virtue are improved. Therefore, the majority of educators actively explore effective teaching mode, hierarchical teaching is one, stratified teaching can meet the students of different learning styles, learning motivation and interest in learning, and this is precisely and the system of the new curriculum reform requirements fit. In practice teaching, hierarchical teaching most of the classes or class dominant hierarchical way, go class teaching mode to increase the burden on the school of management, at the same time, the dominant hierarchical labels greatly hurt the self-esteem of students with low levels. Therefore, how to as much as possible to meet the needs of students at the same level, how to effectively carry out stratified teaching, in order to promote the excellent, high quality of education and teaching as the key to education reform.In view of this, in the understanding of a large number of relevant literature, the author from September 2015 to December 2015, conducted an empirical study, aims at exploring covertly stratified teaching in improving students’interest in learning, improving the polarization phenomenon among junior school students’English achievement. Experiment object is a middle school in Yanji City, a class of seven years, seven years, two classes, two classes,80 students, the former for the experimental class, the latter for the control class. In the experimental class, the use of implicit hierarchical teaching, and the control class using the traditional teaching method is not stratified. Data collection included:front, post test, questionnaire etc.. The data analysis mainly includes two aspects:(1) the level difference between the two classes before and after the experiment; (2) the influence of the implicit hierarchical teaching on students’ learning motivation, learning interest and learning strategies.According to the results of the experiment, we can see that the implicit graded model has a positive effect on the English achievement of the experimental class, and has a positive impact on the students’learning motivation, learning interest and learning strategies. The survey data of the study will become a reference for the researchers who also explore the implicit graded model in English teaching in the future. At the same time, the author also analyses the problems existing in the experiment. In a word, if people can implement the study appropriately, junior middle school English teaching will be facilitated in a certain.