| The students who enter senior high school after the compulsory education have different basic ability,cognitive level and personality,which leads to different levels of writing level.If teachers teach according to the traditional writing teaching mode,it can not meet the writing needs of all students,and even aggravate the class polarization contradiction.Therefore,it is very important to apply recessive stratified teaching method in high school Chinese writing.Recessive stratified teaching helps teachers to flexibly carry out teaching activities based on individual differences of students and give individualized writing guidance to students at different levels,so as to help students at different levels improve their writing level and make writing teaching more reasonable and scientific,so as to realize quality education reform.This study mainly consists of three stages.The first stage is the theoretical research section,which consists of the first two chapters.Firstly,the author expounds the research background and literature review.After fully analyzing the research status,the author determines the research content and clarifies the innovation of the research.At the same time,the author improves the concept with the connotation definition and theoretical basis of implicit stratified teaching.Then the teaching practice part of the second stage is carried out,and its content mainly focuses on the third chapter.Firstly,practice implementation criteria are formulated to provide standards and principles for the development of implicit stratified teaching strategies,and interference of irrelevant factors is avoided as far as possible.After the completion of preliminary preparation,the teaching practice process is entered,and then the final work such as data collection is perfected.Finally,the teaching cases of experimental class and control class are compared,evaluated,analyzed and reflected.The third stage is the research summary,which is composed of Chapter 4 and Chapter 5.Among them,the fourth chapter carries out horizontal and vertical comparison and analysis from the experimental effect,questionnaire effect and interview effect,so as to draw the overall conclusion of the whole research.In the continuous self-reflection,the author also puts forward corresponding improvement suggestions according to the shortcomings of the research,in order to perfect the relevant research and "add bricks" for the future hidden stratified teaching practice.Through the 16-week teaching practice,it is concluded that the hidden stratified teaching is beneficial to the teachers’ development of students’ mental health education,can effectively improve students’ writing scores,explore high school students’ Chinese writing potential,and cultivate high school students’ positive writing interest and attitude.The application of recessive stratified teaching method in high school Chinese writing can not only comprehensively improve students’ Chinese writing ability,but also provide more theoretical basis and practical support for front-line teachers’ writing teaching. |
