An Application Study On Stratified And Mobile Class Of English Teaching In Junior High School

The English Curriculum Standards for Compulsory Education(2022 Edition)suggests that English teachers should be student-oriented and pay attention to individual differences to optimize classroom teaching and improve teaching efficiency in junior high school English teaching.However,due to the influence of the compulsory education of drawing new students and non-examination admission,there are great differences in students’ academic achievement,especially in English.In the traditional teaching mode,teachers are facing dozens of students with different levels of English learning and foundation.In the class preparation,they can only give priority to students of medium level.It is difficult to take into account the needs of students with excellent English scores and weak foundation.Based on this,stratified classroom teaching which focuses on the development of students,is increasingly adopted in English teaching.The study was guided by the “Humanistic Learning Theory”,“the Theory of Multiple Intelligence” and “Zone of Proximal Development Theory”.The participants of the study are the students from class 3-8 in the second year of junior high school at Jiujiang Foreign Language School.The author chooses Class 4,Class 5,and Class 6 as the experimental classes in which the stratified and mobile class teaching was carried out.Class 3,Class 7 and Class 8 are the controlled classes.The students in the experimental classes are divided into three levels by considering students’ test scores and learning abilities: A level(advanced students),B level(average students),and C level(slow students).Different teaching objectives were set for students at different levels.Different teaching methods,teaching contents and teaching evaluation were respectively adopted.The study is attempting to answer the following two questions:(1)What impact does English stratified classroom teaching have on students’ interest in learning English?(2)What impact does English stratified classroom teaching have on students’ English learning performance?This study adopted a combination of qualitative and quantitative research methods.The author conducted a semester-long teaching experiment using paper tests,questionnaires and interviews as research tools.SPSS16.0 is used to analyze the data of the experimental class and the control class before and after the study respectively to carry out the data analysis of the test;the analysis of questionnaires and interviews are also included.The results show that:(1)the stratified class teaching model can stimulate students’ interest in learning English;(2)the stratified class teaching model can promote students’ English learning performance,especially for students with lower English learning levels.The research shows the stratified class teaching model help pay attention to individual differences,enable students to develop on their own basis and experience the joy of success.In a word,stratified class teaching model can be effectively applied in junior high school English teaching.