论文（英文版本）分层教学法在初中英语教学中的应用

分层教学法在初中英语教学中的应用TheApplicationofStratifiedTeachingmethodinEnglishTeachinginJuniorMiddleSchoolContentsTOC\o"1-3"\h\u43281Introduction Introduction1.1ResearchbackgroundJuniorhighschoolstudents'Englishlearningisaffectedbymanyfactors,suchastheregionaldifferencesbetweenurbanandruralareas,theirownknowledgestructure,personalinterests,intelligencelevel,andeventheirthinkinghabits[1].itleadstosomedifferencesinthespeedandqualityoflearningEnglish,showingdifferentlevelsoflearning.Inteaching,weusuallyadoptamoretraditionalclassteachingsystem,whichhasitsadvantages,butitalsohasadisadvantage,thatis,itisdifficulttosolvetheproblemoflearningdifferencesamongstudents.Enteringjuniorhighschool,personalitydifferencesarebecomingmoreandmoresignificant,andsomestudents'Englishlearningabilityisgraduallyenhanced,whilesomestudentsdonotmakeobviousprogressduetotheinfluenceofvariousfactors,whichformsasignificantgapwiththosewithstrongerlearningability[2].Tosomeextent,thishasanegativeeffectontheirlearningconfidence.Therefore,thereisanurgentneedforateachingmethodtocombineteachingforallstudentsandteachingstudentsinaccordancewiththeiraptitude.ItismentionedinthebasicconceptofEnglishCurriculumStandardforfull-timecompulsoryeducationthatthegeneralgoalofEnglishcurriculumatthestageofbasiceducationistocultivatestudents'comprehensivelanguageability.Languageknowledgeandlanguageskillsarethebasisofcomprehensivelanguageskills,andEnglishreadingabilityisanindispensablepartoflanguageskills,sothecultivationofEnglishreadingabilityisoneoftheimportanttasksinjuniormiddleschoo[3].Therefore,itisparticularlyimportanttohelpstudentsimprovetheirreadinglevelinclassroomteaching.Accordingtothedifferencesofstudents'cognitivelevelandlearningbasis,itisextremelyimportanttoeffectivelycarryouthierarchicalreadingteachinginclasstoimprovestudents'readingability,developstudents'languageskillsandcultivatestudents'comprehensivelanguageability.1.2purposeandsignificanceofthestudy1.2.1purposeofthestudyThroughtheresearchandpracticeofhierarchicalteachingofEnglishreadinginjuniormiddleschool,itishopedthatitcancultivatestudents'goodreadinghabits,promotestudents'interestinreadingandimprovetheirreadingability,soastoimproveclassroomefficiencyandstudents'readingachievement[4].thiscanenhancestudents'self-confidenceinEnglishreading.Inaddition,throughhierarchicalreadingteaching,studentsatalllevelscanactivelyparticipateintheclassroom,makethemhappy,andgraduallynarrowthegapbetweendifferentlevelsbygivingthegoalsofreadingatalllevels.soastoimprovethestudents'readinglevelandtestscoresasawhole.1.2.2significanceofthestudyBecausethejuniorhighschoolEnglishexaminationisnotonlyreading,butalsotheexistenceofmanyothertypesofquestions,coupledwiththeexistenceofoldhabitssuchasrecitationanddictationinschool,wehaverelativelylesstimelefttotrainstudentstoreadeveryday[5].however,readingtakesalotoftimetoguideandtrain.Ifyoudonothavethetimeandenergytoreadthearticle,thereadingareaofthestudentswillbecomenarrowerovertime.Ifthemethodisincorrect,theefficiencywillbelowerandtheperformancewillnotbesatisfactory.Thisproblemwillperplexthestudentsandteachers,andalsomaketheparentsmoreworried.Inaddition,studentsdonotliketousereferencebookssuchasEnglishdictionariestoassistinreading,andtheproblemssuchasinsufficientreadingalsoposeamoreseriouschallengetojuniormiddleschoolEnglishreading[6].Therefore,inviewofthecurrentteachingsituation,itisextremelynecessarytocarryoutefficientandeffectivereadingteachingforstudentsinalimitedtime.2Overviewofbasictheory2.1thebasicmeaningofhierarchicalteachingHierarchicalteachingmeansthatteacherscomprehensivelyevaluatestudentsbasedontheirexistingknowledgelevel,learningability,potentialtendencyandthinkingcharacteristics,anddividestudentsintoseverallearninggroupsaccordingtoscientificprinciples[7].ateachingmodelofdifferentiatedteaching(XiongHuan2019).IntheteachingofEnglishreadinginjuniormiddleschool,teacherscanreasonablystratifyandteachstudentsaccordingtotheiracademicachievementsandinterests.Inthisway,wecantakecareofallthestudentsandmeetthelearningneedsofthestudentstothemaximumextent,soastoachievetheteachinggoal.Ingeneral,teacherscancarryouthierarchicalteachingfromthefollowingthreelevels[8].First,carryouttargetedteachingaccordingtostudents'individualdifferences;second,carefullygrasptheexistingknowledgelevel,understandingabilityandreceptiveabilityofeachstudent;third,take"student-oriented"asthebasicpolicyofhierarchicalteaching.improvetheacademiclevelofstudentsinanall-roundway.2.2relatedtheoriesoflayeredteaching2.2.1thetheoryofteachingstudentsinaccordancewiththeiraptitudeConfuciusisthefirstgreateducatorwhoappliedtheeducationalthoughtof"teachingstudentsinaccordancewiththeiraptitude"intheteachingpracticeintheeducationalhistoryofancientChina[9].Confuciuscarriedouttargetededucationaccordingtostudents'differentcharacter,aptitudeandcharacter,leavingmanyclassiccasesof"teachingstudentsinaccordancewiththeiraptitude"forfuturegenerationstolearnanduseforreference[10].Mr.TaoXingzhi,agreateducatorinChina,advocatedthatteachingmustproceedfromtheactualsituationofstudents."learnmore,teachless,learnfast,teachquickly,learnslowly,teachslowly."Educatorsinthehistoryofourcountryattachgreatimportancetotheexistenceofindividualdifferences,andhaveadopteddifferentwaysofeducationaccordingtothisdifference,thatis,"teachingstudentsinaccordancewiththeiraptitude".Westerneducatorspaymoreattentiontohumanpersonalityinthestudyofeducationalphenomena,andthinkmoreaboutteachingproblemsbasedonhumanexistenceandvalue[11].therefore,westerneducatorsliketousewordssuchaspersonalitydifferencesandnaturaldifferencestoexpressthedifferencesamongdifferentstudents.Someforeigneducatorsalsopayattentiontotheindividualdifferencesofstudents,reflectingtheideaof"teachingstudentsinaccordancewiththeiraptitude".Forexample,theFrencheducatorRousseaustressedthattheeducationofchildrenshouldrespectandconformtothenaturalnatureofchildren,andeducationshouldnotonlyconformtothecharacteristicsofchildren'sphysicalandmentaldevelopment,butalsoadapttochildren'sindividualdifferences,thatis,teachingstudentsinaccordancewiththeiraptitude[12].Hierarchicalteachingisthateducatorsteachstudentswithdifferentabilitiesandpersonalitiesinaccordancewiththeiraptitude[13].Hierarchicalteachingfirstrecognizesstudents'individualdifferences,andtheneducatorsimplementspecificteachingbehaviorsaccordingtostudents'individualdifferences,inordertomakestudentsatalllevelslearnandmakeprogressontheoriginalbasis.Inthisway,teacherschoosemethodssuitableforeachstudent'scharacteristicstoteachpertinently,givefullplaytoandcultivatestudents'strengths,makeupforstudents'shortcomings,andbetterestablishstudents'confidenceinlearning,soastopromotestudents'betterall-rounddevelopment[14].Teachingstudentsinaccordancewiththeiraptitudepaysspecialattentiontostudents'individualdifferences,andcarriesouteducationandteachingatdifferentlevelsaccordingtoindividualdifferences,whichisespeciallyconducivetostudents'learning,theestablishmentofconfidenceandthedevelopmentofpersonality.Accordingtothestudents'individualdifferences,inthedailyEnglishreadingteaching,weshouldteachstudentsinaccordancewiththeiraptitudeaccordingtotheirdifferentreadingstyles,readinghabitsanddifferentlearningabilities[15].Thiscaneffectivelyimprovethereadingabilityandreadinglevelofeverystudentintheclass.Thehierarchicalteachingmethoddividesthestudentswithsimilarreadinglevelintoalevel,setsdifferentreadinggoalsforeachlevelofstudents,andcarriesouteffectiveteaching[16].2.2.2nearestdevelopmentzonetheoryThetheoryof"recentdevelopmentzone"wasputforwardbyVygotsky(LevVygotsky),aneducatorintheformerSovietUnion.Itsbasicviewisthateducationcanplayaleadingroleinandpromotethedevelopmentofstudents,butitisnecessarytodeterminetwolevelsofdevelopmentofstudents,oneisthelevelofdevelopmentthathasbeenreached,andtheotheristhelevelofdevelopmentthatstudentsmayreach[17].However,adultsormorecapablepeersmustactasanintermediarybetweenthelearnerandtheproblemortasktobesolved.Thegapbetweenthelevelofproblem-solvingthatcanbeachievedandthelevelofproblem-solvingachievedinindependentactivitiesiscalledthe"nearestdevelopmentarea".Theinspirationfromthe"recentdevelopmentarea"isthatthewholeclasscanbestratifiedaccordingtothelevelofdevelopmentthatthestudentsmayreach,andtheteachingobjectivesandrequirementscanbeformulatedaccordingtothedevelopmentlevelofthestudentsateachlevel[18].anddesignteachinglinksandteachingactivitiesaccordingtothegoalrequirements,sothatstudentscanactivelyparticipateinteachingactivitiessuitablefortheirownlevel.Theassignmentofafter-classhomeworkcanalsobearrangedaccordingtothedifferentlevelsthatstudentsmayreach,sothatstudentscanachievethegoalofmeetingtheirownabilitylevel,experiencethefunofsuccess,andestablishapositivelearningattitude[19].whatismoreimportantistoenablestudentsatdifferentlevelstobetterbuildupconfidenceandmakelearningbecometheirowninternalneedsandsustainabledevelopmentprocess.Inthehierarchicalreadingteaching,itisnecessaryforteacherstounderstandthecurrentreadinglevelofeachstudentandsetajumpforthemtoachievethereadinggoal.Carryonthestratificationaccordingtothestudents'differentreadinglevelsandreadingabilities,andthencarryoutteachingactivitiesandimplementdifferentteachingmethods,sothatstudentsatdifferentlevelscancarryouttargetedlearningandinquiry,soastoachievethegoalofreadinglearning.makethereadinglevelofstudentsatalllevelscontinuetoprogress[20].3theimportanceofhierarchicalteachingintheteachingofEnglishreadingReadingisanimportantpartofEnglishlearning,whichaccountsforalargeproportionintheseniorhighschoolentranceexamination[21].However,therearemanyproblemsinEnglishreadingteachinginjuniormiddleschoolatthepresentstage,whichareasfollows:teachersadoptthetraditionalteachingmodeandpaymoreattentiontotheexplanationandanalysisofgrammaticalfunctions,whichmakesstudentsfeelboringinreadingclass.graduallylosttheenthusiasmforlearningEnglish;Intheprocessofteaching,teacherspaylittleattentiontostudents'individualdifferences,whichleadstostudentswithweakEnglishfoundation"can'tbearit"andstudentswithgoodEnglishfoundation"don'thaveenoughtoeat".Duetotheabovereasons,studentshaveacertainresistancetoEnglishreading[22].TheEnglishCurriculumStandardforcompulsoryEducation(2011Edition)proposesthatteachersshouldfullyunderstandstudents'learningexperience,learninglevelandlearningstyle,respectstudents'individualdifferences,andfullyexplorestudents'potential.establisharelationshipofsincerity,understandingandtrustwithstudents,teachstudentsinaccordancewiththeiraptitude,encourageinnovation,andprovidestudentswithabroaderspaceforthinkinganddevelopment[23].Givetargetedguidancetostudents'problemsinthelearningprocess(MinistryofEducation2012).Therefore,itisimperativetocarryouthierarchicalteachingintheteachingofEnglishreadinginjuniormiddleschool.IntheteachingofEnglishreadinginjuniormiddleschool,teachersshouldmakefulluseofstudents'individualdifferencesandtransformthemintothedrivingforceofstudents'learningthroughteachingmeans,soastoeffectivelypromotestudents'individualdevelopmentandstimulatestudents'interestinlearning.improvetheeffectofclassroomteaching[24].Firstofall,teachersshouldexaminestudents'comprehensiveliteracyanddividestudygroupsonthebasisofstudents'IQ,EQ,Englishproficiencyandpersonalitycharacteristics;secondly,teachersshouldidentifywithstudents'individualdifferencesandpreparelessonsatmultiplelevels;thirdly,teachersshouldstrictlyabidebyhierarchicalteachingdesignandcarryouthierarchicalteachinginanall-roundway;finally,teachersshouldselectlayeredreadingmaterialsandextendhierarchicalreadingteaching[25].4TheApplicationofStratifiedTeachingmethodinEnglishTeachinginJuniorMiddleSchool4.1ScientificstratificationofteachingobjectsThefirststepinapplyingthehierarchicalteachingmodelistostratifyallthestudentsscientifically[26].IntheactualEnglishteachinginjuniormiddleschool,teacherscanfirstorganizeacomprehensivetestonEnglishreadingability,throughthetestresults,theycanhaveageneralunderstandingofstudents'Englishfoundationandreadingcomprehensionability.onthisbasis,thehierarchicalteachingmodelcanbebetterdeveloped.Forexample,beforethebeginningofthenewsemester,theteachergivesthestudentsanEnglishreadingtest,inwhichthereshouldbereadingcomprehensionquestionsofdifferentdegreesofdifficulty,andthenstratifythemaccordingtotheactualcompletionofthestudents[27].studentswithascoreoflessthan60pointsaredividedintoagroupwithaweakfoundation,andstudentswithscoresbetween60and80aredividedintoagroupwithamediumfoundation.Studentswithascoreofmorethan80aredividedintoagroupwithasolidfoundation[28].InthenextactualEnglishreadingteachingprocess,teachersshouldcarryouttargetedteachingforthesethreegroupsofstudents,payattentiontothedifferentteachingemphasisofeachgroup,regulartestsarealsonecessary,andreadjustthehierarchicalresults.4.2examinestudents'comprehensiveliteracyanddividestudygroupsTeachersshouldalwaysremindstudentstocompleteEnglishreadingassignments,theimportantthingisnottochoosethecorrectanswer,buttopayattentiontotheunderstandingofthecontentofthearticle,graspthekeysentencepatternsandcommonlyusedEnglishexpressions[29].Forthreegroupsofstudentsatdifferentlevels,teachersshouldaskdifferentiatedquestionsintheactualteachingprocess,whichnotonlyhelpstotapthepotentialofstudentsatdifferentlevels,butalsohelpsthemtocontinuouslyimprovetheircurrentlevel.Forexample,letstudentsreadEnglisharticlesontheirownandunderstandthegeneralmeaning.Forstudentswithaweakfoundation,theyshouldfocusonlettingthemmasterthekeywordsandthegeneralideaofthearticlefirst.Youcanuse"Whatisthekeywordinthispassage?"."and"Whatisthispas-sageaboutsaying?"Toaskquestions;forstudentswithmoderatebasicstofocusonreadingthegeneralideaofthepassageandtheauthor'spointofview,youcanuse"Whatdoesthepassagesay?"And"Doyouknowwhatistheauthor'sidea?."Toaskquestions;forstudentswithasolidfoundation,theyshouldhaveagoodunderstandingofthewholereadingcomprehensionarticle,andpayattentiontoimprovingtheiroralEnglishexpressionability,theycanuse"Canyouretellthestorywithyourownsen-tences?".Toaskquestions.Byaskingstudentsatdifferentlevelsanddividingthelearningprioritiesofstudentsatdifferentlevels,itishelpfultofullystimulatethelearningenthusiasmofallstudents,andstudentswithpoorfoundationwillnothavelearningpressure.atthesametime,studentscanprovidemotivationforeachothertomakeprogress,whichobviouslyimprovestheteachingqualityandteachingefficiency[30].4.3identifywithstudents'individualdifferencesandpreparelessonsatmultiplelevelsIntheteachingofEnglishreadinginjuniormiddleschool,teachersshouldnotonlymakeascientificandreasonablestratificationofthestudents,butalsofullyrespectandidentifywiththestudents'individualdifferencesafterdelamination,andfullyconsiderthereceptiveabilityandEnglishproficiencyofthestudentsateachlevelinthecourseoflessonpreparation,anddesignateachingplansuitableforstudentsatalllevels.Whenpreparinglessons,teachersshouldmakeclearclassroomteachingobjectives,formulatecorrespondinglearningtasksforstudentsatdifferentlevelsintheclass,adopthierarchicalandprogressivethinkinginlessonpreparation,anddecomposeknowledgeintobasicknowledge,advancedknowledgeandcompetitionknowledge.inthisway,itcannotonlymeetthecommonlearningneedsofstudents,butalsomeettheindividuallearningneedsofstudents.TakingUnit6I'mwatchingTVSectionB2basanexample,whenpreparinglessons,teacherscansetteachinggoalsforthreegroups:basicknowledgegroup,advancedknowledgegroupandcompetitionknowledgegroup.Studentsinthebasicknowledgegrouparerequiredtomasterthekeyvocabularyofthetext:studyin,DragonBoatFestival,makezongzi,watchtheboatraces/asoccergameonTV,readastorytosb.,talkonthephonetosb,wishtodosth.,anyother+singularnouns,like.Alot,etc.;requiresthestudentsintheadvancedknowledgegrouptoanswerthetwoquestionsin2bandtomatchtheverbsincolumnAwiththenounsincolumnBin2c,andtowritesentenceswiththesephrasesaccordingtothecontentofthepassage;thestudentsintheknowledgegroupinthecompetitionarerequiredtosumupthemainpointsofeachparagraphandretellthecontentoftheTVreportusingtheinformationprovidedbytheteacher.4.4carefullyselectedlayeredreadingmaterialstoextendthehierarchicalteachingofreadingWhenapplyingthehierarchicalteachingmethodinEnglishteachinginjuniormiddleschool,itisnecessarytostratifytheteachingobjectives.first,becauseofthedifferencesinEnglishcomprehensiveabilityamongstudents,teachersneedtodividetheteachingmaterialsintodifferentlevelswhenconstructingteachinggoals.thenmaketeachinggoalsaccordingtostudents'learningsituation,forexample:teacherscanbedividedintothreelevelsaccordingtostudents'Englishachievement.Afterthat,theteachinggoalofthefirst-tierstudentsistoexpandtheirknowledgeandvocabularysoastofurtherimprovetheirEnglishcomprehensiveability.Whenbuildinggoalsforthesecond-tierstudents,weneedtofocusontheteachingmaterialstoimprovetheabilityoflistening,speaking,readingandwriting;whenbuildingteachinggoalsforthethird-tierstudents,weneedtoimproveguidanceandgivestudentsappropriateencouragementtoachievethepurposeofstimulatingstudents'confidenceinlearningandlayagoodfoundationforlaterEnglishlearning.Second,inthestratificationofteachingobjectives,inordertoavoidunderminingstudents'confidenceinlearning,itisnecessarytoadjustgroupsregularly,guidestudentstohelpeachother,formagoodlearningatmosphere,andgiveprogressivestudentsappropriateencouragementtohelpstudentsimprovetheircomprehensiveEnglishliteracy.4.5askquestionsatdifferentlevelsanddividethelearningprioritiesWhenthehierarchicalteachingmethodisappliedinjuniormiddleschoolEnglishteaching,inordertofurtherimprovetheeffectivenessoftheapplication,theteachingguidancemethodsneedtobestratified.Whenanalyzingthiscontent,itcanbesummarizedfromthefollowingtwoangles.First,whenteachersprovideteachingguidanceforstudents,theycanplayaguidingroleandimprovestudents'enthusiasmforlearning.whenapplyingtraditionalteachingmethods,someteacherspaytoomuchattentiontotheoreticalknowledgeanddonotinteractwithstudents.Thereisalackofactivityintheclassroom.Inordertochangethissituation,wecanconstructagroupcooperativeexplorationmodel.Forexample,invocabularyspellingexercises,teachersneedtodividestudentsintoseveralgroups.Letstudentsdiscussthewaysoflearningspelling,givestudentshelp,understandtheproblemsexistinginstudents'vocabularylearning,andconstructtargetedguidancemethodstoimprovestudents'Englishcomprehensiveability.Second,whendesigningteachingguidancemethods,inordertomeetthelearningneedsofstudents,itisnecessarytounderstandstudents'learningpsychologyandtheiropinionsonteachingforms,andthenmaketargeteddesignstohelpstudentsstrengthentheirEnglishcomprehensiveability.4.6StratifiedguidancetoenrichextracurricularknowledgeImprovingstudents'Englishreadingcomprehensionabilityshouldnotbelimitedtoclassroomteaching,extracurricularknowledgeisalsoanimportantwaytoimprovestudents'readingcomprehensionability.Accordingtotheteachingrequirementsofthehierarchicalmodel,whenassigningextracurricularreadingtaskstostudents,juniormiddleschoolEnglishteachersshouldalsopayattentiontotheirownconditionsandchooseextracurricularreadingmaterialsdifferently.avoidlettingstudentschooseextracurricularreadingbooksthatarenotsuitablefortheirownreality.Inaddition,teachersshouldclearlyputforwardreadingrequirementsinordertoenablestudentstofurtherimprovetheirEnglishreadingability.Forexample,foracertainreadingarticleinjuniorhighschoolEnglishreadingmaterial,whenteachersassignreadingtasks,theyputforwardspecificreadingrequirementsforstudentsatdifferentlevels,onthebasisofuniformlycompletingthereadingquestions,thestudentswithweakfoundationshouldrememberthekeywordsinthearticleandunderstandthegeneralideaofthearticle,whilethestudentswithmediumfoundationshouldbeabletotranslatethewholearticlesmoothlyandmasterthekeysentencepatterns.Studentswithasolidfoundationcanexpressthearticleintheirownlanguageafterunderstandingthemainideaofthearticle.Finally,whenteachersevaluatestudents'performanceatdifferentlevels,weshouldnotonlyjudgethestudentswithhighandlowscores,butalsoencouragestudentswithpoorfoundationtomakecontinuouseffortswhileaffirmingthestudentswithgoodfoundation.Onlyinthiswaycanwefullymobilizetheactivelearninginitiativeofthewholeclass,soastopromotethecommonprogressofthewholeclass.5MattersneedingattentionintheApplicationofhierarchicalTeachingModelintheTeachingofEnglishReadinginJuniorMiddleSchoolInordertopromotethebetterintegrationofhierarchicalteachingmodelandjuniormiddleschoolEnglishreadingteaching,teachersshouldpayattentiontothefollowingthreepoints:first,theyshouldrespectstudentsinpracticalteaching;second,updateteachingideasintimeandactivelyencourageandaffirmstudents;Third,whencarryingouthierarchicalteaching,itisnecessarytocreateaclassroomteachingsituationthatadaptstotheclassroomteachingcontentandhelpstoachieveteachinggoals,andimplementtheteachingconceptof"student-orientedandteacher-led";fourth,thestratificationofstudentsisnotfixed,butshouldbeadjustedatintervalsaccordingtotheactualsituationofstudents,sothatthelayeredteachingmodelcanbefullyapplied.6SummaryAllinall,intheprocessofapplyingthehierarchicalteachingmodel,teachersshouldpayfullattentiontothedominantpositionofstudentsandhaveanin-depthunderstandingofeachstudent'sactualEnglishreading,sothattargetedteachingmeasurescanbeadoptedaccordingtostudentsatdifferentlevels.itishelpfultofurthermeetthelearningneedsofstudentsatdifferentlevels,andeachstudentshouldmastercertainEnglishreadingskills.AlwaysadheretotheaccumulationofEnglishvocabularyandgrammarknowledge,andfinallyachievetheimprovementofEnglishreadingabilityasawhole.Ofcourse,theimprovementandcultivationofEnglishreadingabilityisagradualprocess,whichrequiresthejointeffortsofteachersandstudents.Reference[1]GoForIt[J].M.LawrenceClevenson,JenniferWright.CHANCE.2009(1)[2]ExtensivereadinginEnglishasaforeignlanguage[J].BenikoMason,StephenKrashen.System.2017(1)[3]PrinciplesofCourseDesignforLanguageTeaching[J].DavidSingleton.StudiesinSecondLanguageAcquisition.2017(3)[4]PracticesThatPromoteEnglishReadingforEnglishLearners(ELs)[J].RebeccaS.Martínez,BrynHarris,MaryellenBrunsonMcClain.JournalofEducationaland