A Study On The Stratified Teaching Management Of Middle School English

After entering middle school,students’ learning interest,inquiry ability,understanding ability,writing ability and so on will be more and more different,so how to train students’ comprehensive English literacy will become more and more important.With the new curriculum reform and the new college entrance examination reform,the requirements of students are getting higher and higher,the traditional teaching management model is no longer adapted to the development of today’s society.The stratified teaching management model,supported by the theory of " stratified management",the theory of " zone of proximal development " and the theory of "constructivism",scientifically divides students into A,B and C levels in view of the differences in their comprehensive English ability.Follow the teaching rules,reasonably combine the various factors of hierarchical teaching and learning,organize,coordinate,command and control the teaching work,achieve the teaching objectives,improve the quality management,and promote the improvement of the overall level of students.It is not only good for students of all levels to improve their learning initiative,but also promotes the balanced development of students.However,in the process of stratified teaching management practice,it is found that the teaching process and student development are not perfect.So we need to analyze the reasons carefully,find the key problems,find out solutions,verify the results scientifically,in order that we can make the middle school English stratified teaching management theory more scientific and effective in the practice process.Chongqing D Middle School is a middle school which is close to the main urban area,in the urban-rural integration department.The students’ origin structure is complex,the basic level of students’ English is uneven,even the difference is large,which is a typical characteristic in the English teaching management of rural middle schools.There is a certain practical basis for choosing Chongqing D Middle School as the research object.Through the random selection of students from two classes in junior students and high schoolers in Chongqing D Middle School,the number of questionnaires was 225,and 208 valid questionnaires were collected.The total number of teachers’ questionnaires to all English teachers in Chongqing D Middle School was36,and it was all recycled.Interviews were conducted with education managers and research was carried out on stratified teaching management.On the basis of literature search,effectively apply the relevant theories of "discipline management","recent development area" and "constructivism",this paper analyzes the learning status of middle school students after the development of stratified teaching management,especially the implicit stratified teaching management in the class,introduces the status of implementation of stratified teaching management,analyzes the main problems existing from the teacher and student dimensions,and puts forward the relevant management strategies.The dimension of education managers includes: changing the concept,formulating a stratified teaching management plan actively;organizing and coordinating all kinds of personnels,implementing responsibilities at various levels,optimizing the management level;perfecting the teacher appointment evaluation system;strengthening the teacher incentive mechanism;perfecting the curriculum management system.Teachers’ dimension includes: improving the core literacy of English teaching majors;enriching and innovating stratified teaching management skills;improving the quality of classroom management;and diversifying evaluation and management.The strategies of students’ dimension includes: increasing the degree of attention and strengthening students’ self-management,enhancing home-school cooperation and so on.Through the implementation of stratified teaching management,the teachers will solve the problems including excellent students "can not eat enough ",poor-based students "can not keep up" and teachers "can’t improve students with good and poor fundamentals ",after that,they would promote the development of all students,it also has some reference significance for English hierarchical teaching management in other rural middle schools.