A Survey Of Application Of Stratified Teaching In English Teaching Of Junior High School

With the continuous promotion of the new curriculum reform in China,more and more front-line teachers begin to pay attention to the comprehensive training of students.In the traditional class teaching system,the standard of teaching process is unified and synchronous,which is difficult to adapt to the individual differences of students and is not conducive to individualized teaching.Therefore,the stratified teaching began to be adopted by many schools.Stratified teaching means that teachers divide students into several levels scientifically and reasonably according to certain standards.Student of each level is different,and teachers carry out different teaching according to the different levels of students.In the teaching process,teacher needs to pay attention to the enthusiasm and initiative of students,so that all students get the maximum development in their own development area.Most stratified teaching research groups are aimed at high school students,college students or junior college students.Few scholars study junior high school students.Therefore,this paper takes junior high school students and junior high school teachers as the research group,based on the Theory of Individualized Teaching,the Theory of Zone of Proximal Development and the Theory of Optimization of Teaching Process.This paper mainly discusses the current situation of use of stratified teaching in junior high school English teaching and its effectiveness on improve students’ interest in English learning and English learning level.In this paper,30 teachers and 350 students from three grades of junior high school in M City were investigated by the questionnaire and interview,and SPSS22.0software was used to analyze the results of the questionnaire.The final results show that: First of all,the junior high school teachers and students are more recognized by the stratified teaching,which is often implemented in teaching.Among them,the application frequency of grade one is the highest,and the application frequency of the implicit stratified teaching is significantly higher than the explicit stratified teaching.Teachers thinks that the application effect of all stratified principles are ideal,but students’ acceptance of systematic principles is weak.Secondly,teachers and students of junior high school both think that the stratified teaching has a positive impact on students’ interest in English learning.Among them,the sub dimensions of relevant has the greatest impact.Thirdly,both teachers and students think that stratified teaching has a positive impact on students’ English learning.Both teachers and students think that stratified teaching has the most positive effect on students’ oral English,followed by the effect on English listening.In comparison,there is still space for the positive impact on English writing and reading.Through the research,this paper puts forward relevant suggestions for the use of junior high school stratified teaching.It’s hoped that this study can bring some enlightenment for the application of junior high school English stratified teaching and follow-up researches.