Research On The Application Of Dynamic Implicit Stratified Teaching In Junior High School English Reading Teaching

The subject of English is instrumental.Due to individual differences in cognitive ability,acceptance level,learning characteristics and other aspects of students’ learning,there will be different learning needs for learning,which requires teachers to adopt different teaching modes for different people to meet the needs of individual differences,so as to achieve the goal of achieving development for all the students.For junior middle school students,as a result of the horizontal and vertical improvement of Curriculum Standards on students’ ability,the difficulty of learning tasks increases,which is a great challenge for students’ individual learning ability.It is not difficult to find out in the teaching of reading class that students with poor reading ability have exposed the following problems when doing reading exercises.First,a large number of new words appear in reading,which leads to insufficient understanding of the article to construct unsuccessfully the structure of the article.The results are blind reading without understanding and gradually losing interest in learning.Second,students couldn’t catch the gist when reading different forms of material text,unable to extract the key information in the discourse containing long and difficult sentences,unable to grasp and use reading strategies.Based on the above two reasons,students with short reading skills cannot improve their reading ability.If this goes on for a long time,students will gradually lose their interest in reading classes,resulting in a vicious circle of poor performance.According to the individual differences of students,the author carries out implicit stratification,through the goal stratification,problem stratification,activity stratification,homework stratification,evaluation stratification,to the maximum extent to meet the different needs of different students,and the above stratification objects in the experiment to carry out reasonable adjustment,gradually improve students’ learning performance,as well as the English learning interest of students at different levels.To promote the healthy development of their personality,specific research questions are as follows:1.How does the dynamic implicit stratified teaching influence junior learners’ participation and interest in English reading learning?2.How does the dynamic implicit stratified teaching model affect English reading achievement of Junior Middle School students?3.How does the dynamic implicit stratified teaching model affect students’ English reading learning strategies and abilities?In this study,students in two parallel classes in the second grade of junior middle school are selected as the research objects.The two parallel classes are respectively set up a control class(CC)and an experimental class(EC).The number of students in each class is 50,the ratio of male to female in each class,and the learning level are roughly the same.The control class(CC)adopts the traditional large class teaching model,without stratification of students.Experimental class(EC)adopts dynamic implicit stratified teaching model.By using questionnaire,test,interview and other methods,the conclusion is that the dynamic implicit stratified teaching has a positive impact on junior high school English reading teaching.Most of the students in the experimental class have made progress to varying degrees.The students of level C have the greatest improvement in learning interest,learning strategies and achievement,followed by level B,and the progress of level A is relatively small.Dynamic implicit stratified teaching method makes the teaching method of junior high school English reading more abundant and provides a new solution for the current situation of junior middle school English reading class.The use of dynamic implicit stratified teaching method can meet the learning needs of different students,improve the situation that the top students are not enough to eat,while poor students have difficulty in digestion,promote the personality development of students at all levels,enhance students’ learning interests and achievements,promote the effective development of dynamic implicit teaching and teachers’ self-improvement,and provide inspiration and reference for the research field of implicit stratified teaching.