A Research On The Effectiveness Of Stratified Teaching In Junior Middle School English Teaching

With the development of globalization and the change of the overall environment,English,as an important communication tool,has become a necessary skill for personal development.Therefore,The trend of learning English is also a top priority.Under the influence of economic globalization and the rapidly accelerating pace of life,the efficiency and effectiveness of study,life and work are also the common pursuit of every individual.Therefore,in order to achieve more efficient English teaching results,there is no shirking the responsibility for our educators.As we all know,junior high school education is the basic stage of life education,which is also the foundation period of lifelong education,junior high school teaching should be combined with the specific conditions of students.With the change of the overall environment,personality differences among junior high school students become more and more obvious.There are great differences among students in learning ability,class performance,learning methods,characters.Traditional teaching methods,like a teacher-centered approach to teaching is becoming increasingly difficult to meet the needs of increasingly complex learning,the availability of traditional teaching methods for different students is also inconsistent,which will limit students personalized development and creativity in the teaching mode in the long run,the students’ grades will appear differentiation.Students with high cognitive level and high understanding of English learning may stand out,but they may lose motivation and challenge,while students with relatively slow learning speed and poor foundation will struggle in the process of learning,which will also have a certain degree of impact on their interest and enthusiasm in English learning.During the experiment,the teaching method based on the principle of stratified teaching method will be combined.According to grouping students,stratified lesson preparation,stratified teaching,classified guidance,interlaced with questionnaire method,interviewing method,statistical analysis method and other experimental methods to carry out the experiment.This experiment took 90 students from Class 4 and Class 5,grade 9,middle school of Huangpi District,Wuhan as the research object.Meanwhile,two other classes of the same grade,Class 1 and Class 2,were selected as reference objects for comparison,and validity tests were conducted regularly.Before the experiment,the students were stratified scientifically through the results of interview and questionnaire survey,and the groups were adjusted timely during the experiment according to the principle of stratified teaching method.Adhere to the student-centered and student-centered classroom status in the experiment process,and finally through the analysis and research of experimental stage data,the study of the change of students’ scores and psychological status,to discuss this kind of teaching method in students’ English learning achievement promotion,students’ learning methods,psychology of junior school students,as well as the teacher’s teaching,teachers’ ability,the meaning for the whole class,to consider whether to apply stratified method after the teaching.The analysis of the experimental results proves that the stratified teaching method has a positive impact on students’ English scores and interest in English learning,and also has a great incentive effect on teachers’ scientific lesson preparation and teaching,but there are a few shortcomings as well.