An Application Of Stratified Questioning In The Teaching Of English Reading In Junior Middle School

With the continuous development of English education reform,the English Curriculum Standard for Compulsory Education(2022 Edition)puts forward higher requirements for junior middle school students’ English reading ability.Firstly,in junior high school,the present situation of English reading is still not optimistic.Reading teaching still follows the indoctrination of knowledge,the classroom atmosphere is dull.Secondly,the teacher’s teaching mode is relatively single,and students lack interest in English learning.This leads to low learning efficiency.Through the stratified questioning,students play the main role in the class.It stimulates students’ interest in learning,improves students’ learning efficiency.Therefore,the purpose of this study is to create different levels of questions for students at different levels in reading class,and use different questioning strategies for different groups so that students at all levels can answer questions in the class.The purpose of this study is to explore the effects of stratified questioning in the teaching of English reading in junior middle school.Based on discovery learning theory and input-output theory,this study applies stratified questioning strategies to English reading teaching in junior middle school.This study selects 100 students from Class 3 and Class 4 of Liaocheng Middle School as the research object.Class 3 is chosen as the experimental class who adopts stratified questioning strategy.In the reading class,students at different levels are asked at different levels.Class 4 is the control class and adopts the traditional questioning strategy,which does not stratify the students and ask corresponding questions according to the students’ learning level.The purpose of this study is to study the following two questions: 1.How to implement stratified questioning in English reading teaching in junior middle school? 2.What is the effect of stratified questioning in English reading teaching in junior middle school?The conclusions of the study are as follows: firstly,stratified questioning is implemented in English reading teaching.On the one hand,students are divided into three different levels A,B and C according to their cognitive level,learning ability,intelligence and non-intelligence factors.On the other hand,this study mainly adopts questioning strategies: question design strategy before reading,question adjustment strategy during reading,and feedback strategy after reading.Secondly,through the results of questionnaire survey,pre-test and post-test data analysis,it can be concluded that the application of stratified questioning strategy in English reading teaching is beneficial to the improvement of students’ English learning interest and reading performance.Finally,this study draws the following teaching implications: when designing questions,we should grasp the degree of difficulty,taking fully into account the individual differences of students;when asking questions,we not only should pay attention to the question itself,but also the process of questioning;when responding students,the teacher should give more positive feedback to improve the quality of interaction.