Application Of Hierarchical Teaching To English Reading Class In Junior Middle School Based On Flipped Classroom Model

In this study,the hierarchical teaching is combined with flipped classroom model on the purpose of studying its applicability to English reading teaching in junior middle school.Specifically,the following four questions need to be answered:1.Does hierarchical reading teaching based on flipped classroom model(hereinafter referred to as “the New Model”)enhance students? reading performance? If it does,how much does it promote English achievements for students with Level A,Level B and Level C respectively? Which level has been influenced greatly? 2.Can “the New Model” improve reading motivation of the students from the experimental class? 3.What is the relationship between the reading achievement and reading motivation with “the New Model”? 4.What are the opinions of the students in the experimental class on “the New Model”?In addition,quantitative and qualitative research methods are adopted in the research to study the above four questions.The first one is dealt with the method of reading test papers;The second one is solved through questionnaires;The third one is handled with correlation analysis and regression analysis;And the fourth one,the author combines questionnaires with interviews.The research results are as follows: 1.The outcome of reading test shows that the reading scores of Level A students in experimental class have decreased.And the reading achievements of Level B and Level C students have enhanced to little extent,but without significant change.2.Questionnaire results of reading motivation indicate that the reading motivation of students in the experimental class has been influenced by “the New Model”.The “curiosity” of students has declined,but their consciousness of “recognition”,“society” and “compliance” has increased.3.The analysis consequences make it clear that the higher the students’ awareness of "society" in the experimental class is,the higher their reading scores are.4.Two-thirds of the students prefer flipped hierarchical reading teaching.At the same time,both the interviews and questionnaires prove that the students have positive attitude to “the New Model”.They consider that it is meaningful and it can make them more responsible for their own study.What is more,they have experienced the stronger spirit of team cooperation.Therefore,it can be seen that although “the New Model” is recognized by students in the experimental class,and it also influences their reading motivation,there has been no significant improvement in the students? grades.The reasons may be as follows: 1.The subjects of the study are the children of migrant-workers in private junior middle school.And their basic knowledge of English is very poor and their learning initiative is too low.However,“ the New Model” requires students to have higher learning initiative.2.The experiment lasts only one semester.The reading scores are difficult to improve quickly in a short period of time.Although the experiment has not achieved the ideal results,it can also bring some enlightenment to English teachers and students from another angle.Teachers should think more about how to choose the appropriate reading materials for students at Level A,B and C,how to design the classroom teaching for this kind of students.Teachers should pay more attention to guiding the students,especially the poorer students when carrying out “the New Model”.Teachers need to focus more on their teaching and learning feedback.For example,group cooperative reading model may be more suitable for students with poor foundation.Besides,teachers should make every effort to create a good reading environment for students to improve their reading motivation and scores.