A Study Of Implicit Stratified Teaching Method To English Reading Teaching In Senior High School ——A Case Study Of No.1 Senior High School Of Lu Shan,Henan Province

Reading is one of the most important input methods for language learning and it also occupies a large proportion in the College Entrance Examination of English.Therefore,reading teaching is particularly important in English teaching.While in the traditional teaching model,one teacher faces dozens of students and adopts a unified teaching approach in one class,which is easy to ignore the students’ differences,and can’t satisfy the learning demands of all students.Stratified teaching is a method that teachers according to the difference of students in knowledge,ability,interest and hobbies,scientifically divide the students into different levels,and teach them on the basis of their capacity.The aim is to mobilize students’ learning initiative and enthusiasm,and last make every level of the students have development.While the “implicit stratified teaching” method which the author uses is relative to the explicit stratified teaching.The so-called implicit stratified teaching means that the teacher don’t publish students’ level in order to avoid hurt the low level students’ self-esteem.so the stratification results are confidential.The “implicit stratified teaching”method pays more attention to protecting students’ privacy and self-esteem,so it is more humanized.Therefore,under the guidance of the theory of “Zone of Proximal Development”,the author gets the implicit stratified teaching method applied in the high school English teaching.The aim is to stimulate students’ interest and improve students’ English reading ability.Through this research,the author wants to answer the following two questions:（1）What effect does implicit stratified teaching method have on high school students’ attitudes towards English reading learning?（2）What effect does implicit stratified teaching method have on high school students’ English reading score?The research objects of this study are two classes of grade two in a senior high school Henan Province.Two classes are set as experimental class and control class respectively.There are a total of 120 people,60 per shift.The experimental class adopts implicit stratified teaching method,and the control class adopts the traditional English reading teaching method.The research mainly adopts questionnaire survey,test method and interview method.Before the experiment,the author conducts a pre-test and pre-questionnaire and divides students into three levels according to the test and questionnaire results.After the experiment,the author conducts a post-test and post-questionnaire,and randomly selects five people at each level to interview.Finally,the author collects,sorts out and analyzes the experimental data.Through comparative analysis of the pre-test and post-test scores and questionnaires of the both classes,and referring to the observation and communication of students in the teaching process,the author concludes that compared with the traditional teaching method,the implicit stratified teaching method can help students enhance their confidence and stimulate their interest in English learning.At the same time,to a certain extent,it can improve the students’ English reading capacity at all levels,and narrow the gap among the students.