| The English Curriculum Standards for High School(2020)proposes that students’ interests and future development are showing diversified characteristics.Stratified teaching focuses on students’ differences and provides them with guidance at different levels,which can better meet the personalized development needs of students.This thesis studies the teaching of senior high school English reading from the perspective of stratified teaching.Based on Vygotsky’s “Zone of Proximal Development” and“Scaffolding” theory,as well as Bloom’s “Mastery Learning Theory”,this study investigates the application of stratified teaching to senior high school English reading teaching.This study designs the experiment in English reading teaching by referring to stratified teaching,and conducts a 13-week teaching experiment in the first grade of a senior high school in Chengdu.104 students participate in this experiment,with 52 students in both the experimental and control classes.During the experiment,the students in the experimental class are taught by stratified English reading teaching model,while the students in the control class are taught without stratified instruction.This study explores the application of stratified teaching to senior high school English reading classes and the impact of stratified teaching on students through research methods such as questionnaire,tests,and interview.This study attempts to answer the following three questions:(1)How does the stratified teaching apply to senior high school English reading teaching?(2)What are the changes in students’ reading interest and attitude after the application of stratified teaching to senior high school English reading teaching?(3)What are the changes in students’ reading scores after the application of stratified teaching to senior high school English reading teaching?Before and after the experiment,students are tested,surveyed,and interviewed.Through data collection and analysis,the following conclusions are drawn: when stratifying students,it is necessary to consider their English reading scores,the use of reading strategies,as well as their interest and attitude towards English reading.In the process of stratified teaching,students’ learning objectives,classroom questioning,group cooperation,and homework can be stratified.The questionnaires and interview are used to test students’ interest and attitudes to understand the changes in students’ reading interest and attitudes after the implementation of stratified teaching.The analysis of data results through SPSS shows that after implementing stratified teaching of reading,students’ reading interest has improved and their attitudes towards English reading have improved.The comparative analysis of test data shows that stratified teaching in English reading has a significant effect on improving students’ reading scores.Based on the results of this study,the application of stratified teaching to English reading teaching is feasible and effective,and can bring positive effects to students.This study suggests that before implementing stratified teaching,students can be stratified based on multiple factors and dynamically adjusted according to their changes during the teaching process. |
