An Action Research On Stratified English Reading Teaching In Senior High School

According to the English Curriculum Standards for Senior High Schools(2017edition,2020 revision),the basic concepts of senior high school English courses include building a common foundation of English and meeting the needs of students’ individual development.The purpose of stratified teaching is to enable students of different learning level to make corresponding progress in English learning through teacher’s adopting of different teaching methods.Teaching practice has consistently shown that only by tapping the potential abilities of students to the greatest extent and setting different teaching objectives,guidance methods,tasks and assessment according to different levels of students,can teachers truly realize “teaching students according to their aptitude”.Then it ensures that every student can gain something and achieve the common development,eventually improve the quality of English teaching.Guided by Zone of Proximal Development Theory,Mastery Learning Theory and Bloom’s Taxonomy of Educational Objectives,this study conducts an action research on the teaching of high school English reading based on stratified teaching.This study adopts the methods of questionnaire,test and interview,and takes 44 students from Class 26,Grade one of XX High School in Chengdu,Sichuan Province as the research objects.Data are collected and analyzed,aiming to answer the following three questions:1.How to implement stratified teaching in high school English reading teaching?2.To what extent does stratified reading teaching influence students’ selfefficacy in English reading,and which level of students’ self-efficacy in English reading has the significant change?3.To what extent does stratified reading teaching influence students’ English reading achievement?Through the research,the author draws the following conclusions:1.This study finally summarizes a set of stratified English reading teaching strategies,including stratified strategies of students,teaching objectives,preview tasks,teaching in the class and after-class tasks.2.The results reveal that stratified reading teaching exerts a positive effect on students’ overall self-efficacy in English reading.However,as for the five subdimensions of self-efficacy in English reading discussed in this study,only students’ self-efficacy in academic reading as well as self-efficacy in autonomous reading have the most significant change.Although the other three dimensions have slightly improved,the changes are not significant.At the same time,students at different levels have different changes in their self-efficacy in English reading.The level A and C students’ English reading self-efficacy increased significantly,while the level B students’ English reading self-efficacy only slightly increased,indicating that the stratified English reading teaching has a positive impact on the level A and C students’ English reading self-efficacy than the level B students.3.Through the comparative analysis of the tests before the first round of action research and after the second round of action research,it is confirmed that the students’ reading achievement is improved after the stratified reading teaching.Among the three levels of students,the improvement of students at level B is the most obvious,which proves that the application of stratified teaching in English teaching is successful.Based on the above conclusions,this study puts forward the following suggestions: teachers should pay attention to the psychological state of students when implementing the stratified reading teaching plan,and should talk with students in time to eliminate their psychological burden once they find the abnormal psychological state of students.At the same time,teachers should pay attention to the fact that every student is an independent individual and has his or her own personality and learning habits,and encourage students at different levels to improve their English reading self-efficacy.Teachers should not only consider the overall development of students in the classroom,but also can not ignore the exclusivity of students.They should evaluate students according to their learning interests,personalities and learning habits.