An Experimental Study On The In-class Implicit Hierarchical Teaching Of English In Junior High School In Tibet

Hierarchical teaching is a method to realize differentiated teaching based on the reform of traditional class teaching system.Hierarchical teaching respects students’ individual differences,changes the disadvantages of traditional teaching,and at the same time may hurt students’ self-esteem and self-confidence,thus reducing their interest in learning.Therefore,some scholars have put forward the teaching idea of implicit stratification in class,and have done a lot of theoretical and practical research with implicit stratification teaching as the research direction,most of which focus on mainland students.The school where the author teaches is located in Linzhi,Tibet,and the students’ situation is complicated.It is mainly composed of the children of Tibetan pastoral areas,migrant workers and cadres who help Tibet.Whether the students are in Tibetan class or Han class,there is a great degree of difference in English foundation,and the national pride is strong.The traditional class teaching system is difficult to meet the learning needs of students with different foundations and different levels.Based on this,this study conducted an experimental study on implicit hierarchical teaching in classes for middle school students in Tibet,aiming to solve the following problems: firstly,explore the impact of implicit hierarchical teaching mode in classes on the English performance of middle school students in Tibet;Secondly,explore the impact of implicit hierarchical teaching mode in the class on the interest and attitude of middle school students in Tibetan areas towards English learning.This study took two Tibetan parallel classes in Grade 9 of Bayi Middle School,Linzhi City,Tibet Autonomous Region as the research objects,and lasted for one semester.In the experiment,students’ English grades,English learning interests and learning habits were used as the stratification criteria,and the implicit stratification teaching mode was adopted in the class.The control class adopted the traditional English teaching mode.Before and after the experiment,the students in the experimental class and the control class were tested for their English scores,and the students in the experimental class were investigated for their non-intelligence factors.The differences and changes of the data before and after the test were analyzed,and the influence of implicit hierarchical teaching mode in the class on junior high school students’ English learning in Tibet was explored.In order to further understand the students’ gains and attitudes towards the implicit stratified teaching experiment,nine students were interviewed before and after the experiment to supplement the data of the questionnaire.The results show that in the final test,the average score of the hidden stratified class was higher than that of the non-stratified class,which indicates that the hidden stratified teaching in the class can obviously promote the students’ achievement.In addition,according to the data of teachers’ observation and questionnaire,the students’ interest and motivation in English learning in the experimental class have improved obviously,which shows that implicit hierarchical teaching in the class can reduce students’ fear of difficulties in English and improve their interest and habits in English learning.On the basis of this research,the author also tries to put forward some specific suggestions for English stratified teaching in junior middle schools in Tibet,aiming at helping junior middle school teachers in Tibet to implement implicit stratified teaching in class more smoothly,fully understanding students’ personal reality while respecting students’ ethnic differences,distinguishing and clarifying students’ levels,improving Tibetan students’ interest in English learning and English learning habits and also protecting their self-esteem.