A Comparative Study Between The Intra—Class Explicit And Implicit Stratified Teaching In English Teaching In Senior High School

In recent years,with the gradual popularization of high school education,the number of students in the school is also growing rapidly.The traditional unified teaching methods will make the outstanding students receive insufficient knowledge to meet their needs,the average students cannot satisfy themselves fully,and the students with learning disorder will have poor digestion in daily classes,which in turn affect the teaching effect.To make it even worse,it will dampen students’ learning enthusiasm to learn English in senior high school.Therefore,It is high time that people should pay special attention to how to improve the effect of English teaching and cultivate high school students’ English learning ability and level.In order not to break away from the traditional class teaching,this paper explores the stratified teaching from the different angle of implicit and explicit,using the Mastery Learning Theory,Zone of Proximal Development Theory,and the Teaching Process Optimization Theory as its foundation.The author choose the two classes in Xinfeng Middle School as her experimental classes,and the experiment lasts eights months.To analyze the experiment efficiently,the author test students’ English level,learning interest,learning attitude and learning strategies before and after the experiment,and then apply SPSS23.0 to make statistic analysis.Several conclusions can be drawn from the analysis and comparison: Firstly,compared with the experimental class,the experimental implicit class shows a slower speed at improving students English,though both of them can make progress.Secondly,students’ learning interest and attitude have been significantly improved.In the experimental implicit class,students keep high motivation to study.In the experimental explicit class,since the establishment of the stratified dynamic competitive mechanism,students’ learning motivation has been raised greatly.However,students at Level C tend to be lacking in a sense of achievement and give up halfway easily.Thirdly,it is more efficient to cultivate and improve the ability of the students at Level A in the experimental explicit class,while the implicit stratified teaching is more suitable for the transformation of the students at Level C.Therefore,it can not only enrich the theoretical vacancy in this area but also has practical significance on English teaching in senior high school.