Action Action Research On Stratified Teaching Of English Writing In Senior High Schools Under The New Curriculum Standard

With the implementation and popularization of the new curriculum standards,schools at all levels are advocating the promotion of the new curriculum reform.At present,under the educational background of our country,most students lack interest in writing English articles,which leads to frequent mistakes in spelling and vague structure.The existence of these problems directly affects students’ English composition scores,which makes the goal of English teaching impossible to achieve.Based on the theory of zone of proximal development,mastery learning theory and humanism,the author takes “Action Research on Stratified Teaching of English Writing in Senior High Schools under the New Curriculum Standard ” as the research topic of this thesis,and puts forward the following three research questions:1.What is the application of stratified teaching in senior high school English writing?2.How to design and apply stratified teaching in senior high school English writing teaching?3.How the stratified evaluation promote writing ability in writing teaching?The object of this study is 36 students from Class 6,Senior 2,S Middle School,L Province.The study was conducted in two rounds.Pre-research,mid-research and post-research are carried out in different stages of the research,and the data are collected and sorted out.In the research process,questionnaire survey,interview,test and observation are used to master students’ writing situation in English writing and find out the existing problems.Finally,by comparing the data of the pre-test and post-test results,this paper analyzes the changes before and after the stratified teaching,and discusses the effect of action research.The final research results show that stratified teaching can effectively enhance students’ interest in English writing and train students’ sense of teamwork in stratified teaching activities.