An Empirical Research On The Application Of Graded Teaching Model To The Teaching Of English Reading In Senior High Schools

Reading is always an essential part of English learning. Therefore, teachers take the reading instruction seriously in senior high schools. However, a big problem exists in the current teaching of English reading in senior high schools. The difference of reading ability among students in the same class is ubiquitous in the current class-based teaching organization form, while in the process of daily reading teaching,teachers always teach in accordance with students’ average reading level instead of their individual differences and actual needs. In consequence, the excellent students find reading boring and the “poor students” lose interest, confidence and learning motivation because they fail to finish the required tasks. As to the problem, the author implements an empirical research of applying graded teaching model to English reading instruction, which is a teaching model concentrating on students’ interest,motivation as well as individual difference.This thesis aims to study the effects of graded teaching on students’ English reading in senior high schools, verifying whether graded teaching can effectively improve students’ reading achievement, learning motivation, and obtain some reading instruction enlightenment by continuous refinement at the same time. The following are questions of the research:(1) Can graded teaching model help improve students’ reading achievement in senior high schools?(2) Can graded teaching model arouse students’ learning motivation in English reading?The author implemented the three-month graded teaching experiment in two parallel classes of Grade One at a key senior middle school in Guangzhou, and took the class one as the experimental class(EC), the class two as the control class(CC).Before the research, the results of pre-test(the senior high school entrance examination) were collected and analyzed to check whether English readingproficiency of students from two classes was at the same level. In the process of teaching experiment, CC adopted traditional reading teaching method, while the EC was taught by graded teaching model. After the experiment, a post-test has been carried out in order to testify the effectiveness of the graded teaching. In addition, a questionnaire was used in the study to investigate students’ English learning motivation before and after the experiment. After the data collection, the author used SPSS 22.00 to analyze the results.At last, the conclusion can be drawn by combining with and analyzing the results in tests and questionnaires of the two classes:(1) compared with the traditional reading teaching method in control class, the graded teaching model used in reading instruction is more effective in improving students’ reading achievement.(2) The graded teaching model can arouse students’ learning motivation in English reading better. This study suggests that it is feasible to apply graded teaching model to English reading instruction in senior high schools, which can be worth reference for future research.