Action Research On Dynamically Stratified Teaching Management In Junior Middle School English Classroo

English has always been a key and difficult subject in junior high school teaching.In daily classroom management,there are a series of problems such as low efficiency in classroom time management,poor interpersonal communication in the classroom,improper classroom handling methods,overly closed environmental management,and insufficient participation of students in classroom rule making,resulting in enormous pressure on junior high school English teaching.In previous junior high school English education,teachers paid more attention to teaching work and neglected classroom teaching management,greatly reducing the efficiency of classroom teaching management and hindering the development of junior high school English teaching work.The action of dynamic hierarchical teaching management is centered around the idea of "teaching students according to their aptitude".Based on comprehensive indicators such as students’ English learning attitude,learning ability,and academic performance,students are divided into several groups,and teaching and management plans that meet the level of students at that level are adopted.Students are allowed to switch between different levels according to their own changes,which can to some extent solve the above problems,And thus improving the quality and efficiency of English classroom management has certain practical value and significance.This article taking the English classroom of Shandong H Middle School as a case,this paper conducts Action research on the dynamic hierarchical teaching management of junior high school English classroom,and clarifies the research question whether the implementation of dynamic hierarchical teaching management of junior high school English discipline can improve the efficiency of time management,interpersonal management,environmental management and discipline management in classroom teaching.Through the first round of Action research,we adopted a scientific layered and flexible time plan for the inefficient teaching time;Implement student-centered and interactive measures for interpersonal communication in classroom teaching;To create a good classroom environment and promote teacher collaboration to strengthen teaching and research support;To enhance students’ participation in rulemaking,actively organize activities to encourage students to develop norms.Classroom management has been improved to a certain extent,but there are still issues with the decline of students’ self-esteem and confidence during the dynamic stratification process,insufficient communication emotions and skills between students,students’ maladaptation to teacher collaboration and research support environment,and students’ participation and recognition in class level discipline management.In the second round of Action research,aiming at the negative effect of "labeling" in groups,we adopted a recessive hierarchical and dedicated approach,aimed at the problem of insufficient innovation in student interaction,innovated interaction by restructuring the process,targeted at the lack of teaching context and theme,adopted theme context teaching and exploratory teaching,and further refined the dynamic addition of rule implementation according to the flexibility requirements of student rule formulation.Through the second round of Action research,the implementation measures of classroom management were further refined,students’ self-esteem and self-confidence were improved,communication and skill learning between students were improved,teachers’ collaboration and teaching research support environment were more adapted,and English subject achievements were further improved.In the second round of action,the participation of individual groups and students is still not high.It is still necessary to consider whether students with academic excellence and academic difficulties can achieve common growth.Students need to strengthen their understanding of how to maintain and enter new levels.In the third round of Action research,in view of the large heterogeneity of the situation of students in the group,gradient exercises were carried out.In view of the insufficient interaction between teachers and students in the group,teachers and students were increased to communicate with each other,so as to achieve a combination of knowledge.In view of the traditional multimedia mode used in classroom teaching,smart classroom teaching situations were created.In view of the poor compliance of students with classroom discipline,discipline supervision was strengthened,and a new comprehensive evaluation method was established to further improve the dynamic hierarchical classroom management.Through this study,the conclusions can be drawn as follows: implementing dynamic hierarchical classroom management through three rounds of action construction in middle school English teaching,that is,setting flexible time through scientific stratification;Adhere to student-centered approach,strengthen interaction between teachers and students,and between students;Strengthening teacher collaboration,supporting school research,actively organizing activities,and developing scientific norms can solve the main problems in daily classroom management,and effectively improve the efficiency and level of classroom time management,interpersonal management,environmental management,and disciplinary management,effectively improving students’ learning participation enthusiasm and academic performance.In the future development process,middle school English classroom management needs to continue to strengthen teacher job training and enhance teacher classroom management awareness;Optimize and improve the classroom management system,highlighting the status of student management;Strengthen teachers’ care for students’ growth and make good use of diversified teaching models;Optimize the classroom evaluation mode,enhance students’ self-learning ability,and thereby improve the quality and efficiency of middle school English classroom management.