The Application Of Stratified Teaching Mode To The English Reading Teaching In The Secondary Vocational School

The traditional teaching mode of English reading in the secondary vocational school is more suitable for the students with medium reading ability.It ignores the differences of students’ English reading ability,which is difficult to meet the learning needs of students with high and low English reading ability,and ultimately frustrates their enthusiasm for learning.In view of the unbalanced development of English reading ability of students in secondary vocational school,this study attempts to apply the stratified teaching mode to the English reading teaching.The research subjects are 82 students of two classes in Grade Two of computer major in Guangzhou Electronic Information School.Class One adopts the stratified teaching mode as the experimental class,while Class Two applies the traditional teaching mode as the controlled class.According to the differences of students’ reading level,the author divides them into three levels: A(advanced level),B(medium level)and C(primary level).Accordingly,the reading objectives,reading tasks,reading assignments and student evaluation are also divided into three levels.The research instruments consist of questionnaires,tests,interview and and SPSS 21.0.The collected data of questionnaire and tests are analyzed mainly by means of independent-samples t test or paired-samples t test.Taking the theories of multiple intelligence,zone of proximal development and mastery learning as the guide,this study aims at addressing the following two research questions:(1)What effects does stratified teaching mode have on students’ non-intelligence factors in English reading?(2)What effects does stratified teaching mode have on students’ English reading ability?After a semester of teaching experiment,the author found that the reading score of the post-test in the experimental class was significantly higher than that of the post-test in the controlled class,and significantly higher than that of the pre-test in the experimental class.In terms of non-intelligence factors,the scores of students in the experimental class were significantly higher than those in the controlled class in all dimensions of the questionnaire.The results suggest that stratified teaching mode has a positive impact on the development of non-intelligence factors in students’ English reading and helps to improve students’ English reading ability,which shows the feasibility and effectiveness of applying stratified teaching mode to English reading teaching in the secondary vocational school.This study has someimplications for reading teaching.Teachers need to make personalized teaching plans for all the students in practice,combine stratified teaching mode with group cooperative learning,and dynamically adjust the level of students,in order to achieve better effect of stratified teaching mode.