An Experimental Study On The Influence Of Layered Teaching On Junior Middle School Students’ Chinese Reading Comprehension Ability

Chinese reading comprehension ability refers to the ability to grasp the main content of an article with thinking on the basis of perceiving reading materials and combining the original cognition and experience.It is an indispensable ability in people’s daily life,study and work.Junior middle school is the key stage of cultivating students’ Chinese reading comprehension ability.Chinese curriculum shoulders the important task of cultivating students’ reading comprehension ability,but looking at the current Chinese reading teaching,there are still some problems that can not be ignored: in the face of students with different interests,academic levels and cognitive levels,the unified teaching objectives,teaching process and teaching evaluation lead to the low enthusiasm of some students in Chinese reading and the low efficiency of classroom teaching,It is difficult to promote the improvement of Chinese reading comprehension ability of all students.Therefore,we must explore the effective Chinese reading teaching mode in junior middle school at the theoretical and practical levels.With the advancement of the new curriculum reform,the layered teaching mode of Chinese reading has gradually attracted the attention of the educational circles.It meets the development requirements of quality education,helps to make up for the disadvantages of the large class system and promote the development of students’ personality.Therefore,the research on Hierarchical Teaching of Chinese reading in junior middle school is of great value.Layered teaching has always been a hot topic in academic research,but the effectiveness and feasibility of layered teaching of Chinese reading are rarely discussed.Therefore,the purpose of this study is to improve the reading comprehension ability of students at different levels.On the premise of combing the literature related to hierarchical teaching and Chinese reading comprehension ability of junior middle school students,based on the theory of "teaching students according to their aptitude","constructivist learning theory","Recent development theory and learning hierarchy theory",this study went deep into the internship school to conduct a one semester teaching experiment,In the experimental class,the "Chinese reading layered teaching mode" is used,while in the control class,the "traditional reading teaching mode" is used,and the pre-test and post-test data are statistically analyzed by SPSS software,in order to verify whether the layered teaching mode can improve the Chinese reading comprehension ability of junior middle school students.The results show that the post test scores of students in the experimental class are significantly higher than those in the control class,which shows that layered teaching is conducive to improving the Chinese reading comprehension ability of junior middle school students at different levels.In addition,the influence degree of students at different levels is not consistent.The research data show that layered teaching has a great impact on students at levels a and C.Finally,it makes a further prospect for this study: teachers should constantly improve their personal quality;Adhere to the concept of dynamic development and adjust teaching objectives;Actively implement the "double reduction policy" and establish a correct concept of operation and evaluation.