A Research On The Implementation Of Covertly Stratified English Teaching In Junior Middle School

Due to the disadvantages of traditional teaching and Explicit Stratified teaching,Covertly Stratified Teaching has been attached greater importance.The implementation of Covertly Stratified English Teaching in junior middle school not only accords with characteristics of junior middle school students and the concept of New English Curriculum Standards,but also helps to improve the effectiveness of classroom teaching,construct a new modern teaching view and cultivate the core literacy of middle school students.On the basis of Optimization of Teaching Process theory and Zone of Proximal Development theory,this study selects 500 Grade Seven students and 10 English teachers of two middle schools in Guangzhou as the research subjects,and adopts questionnaire,classroom observation and interview as its instruments aiming to answer the following questions:(1)What is the current situation of the implementation of Covertly Stratified English Teaching in junior middle school?(2)What problems exist in the implementation of Covertly Stratified English Teaching in junior middle school?The study found that:(1)The implementation situation of Covertly Stratified English Teaching: Firstly junior middle school students have a good acceptance basis for Covertly Stratified English Teaching,and most students’ autonomous learning ability and self-confidence in English learning have also been improved;secondly,the teachers have the stratified teaching consciousness and most of them have adopted diversified and hierarchical teaching methods.Thirdly,most teachers lack of hierarchical effectiveness in the design of teaching activities,and fewer teachers are aware of and use heterogeneous groups as an efficient auxiliary teaching method for Covertly Stratified English Teaching.(2)Some problems have been found: the teachers do not have a comprehensive understanding of Covertly Stratified English Teaching theory;the teaching process is blunt and rigid,which is mainly reflected in the lack of heterogeneous group construction,the vagueness of layered questioning subjects as well as the lack of stratified activity-task design.For this reason,this study put forward some suggestions and measures to solve the above problems from three aspects: the first one is to improve teachers’ understanding of the Covertly Stratified English Teaching theory,promoting the theoretical framework of heterogeneous group construction and the cognition of relevant practical measures;the second one is to activate the hierarchical teaching process from the key teaching links,such as stratifying lesson preparation,stratifying questioning subjects,enriching innovative and stratified teaching activities,implementing student-based teaching reflection and so on;the last one is to improve teachers’ comprehensive professional quality,in which teachers’ professional moral quality and information quality have more fundamental and urgent requirements under the Covertly Stratified English Teaching mode.Finally,some limitations of the study and corresponding suggestions for the further studies are put forward.