1 the significance of implementing hierarchical teaching in middle school English teaching
1. 1 embodies the teaching idea of teaching students in accordance with their aptitude.
Hierarchical teaching pays attention to individual differences in the process of human development and treats them differently. Starting from the reality of students at different levels and aiming at the specific differences of students in various aspects, teachers give different requirements in teaching, so as to achieve the goal of all students' all-round development and conform to the principle of "teaching students in accordance with their aptitude" [1].
1.2 meets the individual difference requirements of students in the learning process.
Individual students have differences in cognitive structure, cognitive ability, interest and personality, and the differences in learning are objective. Hierarchical teaching is a kind of differential education that is recognized and implemented according to students' individual differences, which embodies respect for students' individual differences and diversity, allows students to develop differently, creates conditions for each student's development, allows students at different levels to learn from their own "nearest development zone", and enables students at all levels to get the best development.
1.3 accords with students' learning psychology.
The theory of successful education tells us that every student has the need and potential for success. The foothold of hierarchical teaching is to face all students, pay attention to the development of each student's potential, make teaching requirements suitable for the "nearest development zone" of students at all levels, create various conditions and opportunities for students at different levels to try, explore, discover and develop, and make students succeed and be confident in their studies. Therefore, hierarchical teaching can stimulate students' learning motivation to the maximum extent and arouse their enthusiasm, initiative and creativity.
1.4 meets the requirements of strengthening students' dominant position.
The fundamental purpose of education is to develop and cultivate students' subjectivity, and teaching must take the development of students' subjectivity as the leading factor and construct classroom teaching to develop students' subjectivity. Starting from the reality of all kinds of students, hierarchical teaching and classified guidance give students the initiative to learn, which is conducive to mobilizing students' enthusiasm for learning and ensuring their dominant position in the teaching process.
2. The operation method of stratified teaching in middle school English teaching.
2. 1 student stratification
Students are the main body of teaching activities. To effectively implement hierarchical teaching, teachers should first understand students, study students and master their differences, and then divide students into three levels: A, B and C on the basis of comprehensive consideration of their existing knowledge, ability level and potential tendency. A-level students have solid basic skills, strong acceptance and great potential, and are students with special development skills; B-level students' ability to accept English learning is a little poor, and their foundation is not solid, but they have certain ability and potential, so they need the help of teachers and give them some supervision and guidance. C-level students have poor English foundation, low awareness of learning and obstacles in learning, which require teachers' constant care and supervision.
2.2 Target stratification
According to the different requirements of English curriculum standards for knowledge, ability and emotion, and the possible learning level of students at all levels, this paper puts forward appropriate hierarchical goals to meet the learning requirements of students at different levels. Basic goal, requiring students to master basic knowledge, suitable for C-level students; Improve the goal, raise the basic goal to a higher level, integrate all knowledge points, and pay attention to cultivating students' comprehensive ability to use knowledge, which is suitable for B-level students; The developmental goal requires students to master knowledge points skillfully and pay attention to cultivating comprehensive application ability, skills and skills, which is suitable for A-level students. Teachers should guide students to choose their own learning goals scientifically according to their own situation when showing their goals. This will create opportunities and conditions for students to try, choose, discover and develop, so that their learning state is always in an exciting state, and finally achieve better learning results.
2.3 Teaching stratification
The core of stratified teaching is the stratification of teaching process, that is, focusing on the reality of students' natural stratification, and implementing targeted teaching according to the lesson plan of stratified preparation. Teachers should flexibly control the classroom in teaching, give priority to "letting go" of A-level students, and there is "help" in "letting go", focusing on guiding students to learn independently; For B-level students and C-level students, "helping" is the main thing, and "letting go" in "helping" focuses on guiding students to learn. In centralized teaching, teachers should grasp the starting point of teaching according to the division of students' levels, handle the transition of knowledge, break through the key points, let all groups of students participate together, appropriately lower the starting point, slow down the slope, step by step, guide the top students, stimulate the middle students and drive the poor students; When asking questions in class, students at different levels should be given questions with different difficulties, so that all kinds of students have equal opportunities to output information. For C-level students, low-level problems such as concept, information and understanding are the main problems, while for A-level students, high-level problems such as analysis, synthesis and analysis are the main problems to promote the thinking development of students at different levels. In class practice, students of different levels can be arranged to complete grading exercises at the same time, so that students of different levels can achieve their goals [1]. When guiding students of different levels, we should adopt different methods to help and guide them effectively. C-level students with poor foundation mainly imitate learning, let students find out the rules, try to draw inferences from others, guide B-level students to classify, contact, expand, innovate and learn to change, while A-level students mainly innovate learning, inspire divergent thinking and encourage bold questioning [2].
2.4 grading operation guidance
In homework design and layout, teachers should also consider the differences of students and design hierarchical homework to adapt to the learning situation of students at different levels, so that students at different levels can gain something and the teaching objectives can be gradually completed; The assignments of students at different levels are different in quantity, content and form. For A-level students, in addition to basic homework, there are also some difficult comprehensive homework. After mastering the basic knowledge, students in layer B will add a small amount of slightly improved homework; C-level students are required to master basic knowledge and combine with individual counseling. Students of different levels have different levels of goals to achieve.
2.5 Evaluation Stratification
Adhere to developmental evaluation, give timely and appropriate encouragement, praise and approval to students with different learning levels, so that all kinds of students can experience the joy of success and have positive emotional experience, which is conducive to stimulating their enthusiasm for learning, thus maintaining their good mentality and self-confidence in learning. The evaluation of students at different levels should be based on different starting points. For C-level students with learning difficulties and a strong sense of inferiority, the evaluation should be biased towards encouragement, giving more praise and evaluation, affirming their little progress in time, helping them establish self-confidence and gradually eliminate inferiority; For B-level students with average grades, we should adopt incentive evaluation, which not only points out the shortcomings, but also points out the direction of efforts, helps them to examine their own problems in their studies, establishes a plan to solve them, and promotes them to be unwilling to lag behind and be positive; For A-level students with good grades and strong self-confidence, we should adopt competitive evaluation, adhere to high standards and strict requirements, stimulate their fighting spirit, and urge them to work harder and constantly surpass themselves [1].
3 the implementation principles of hierarchical teaching in middle school English teaching
3. 1 totality principle
Education should be oriented to all students, which is the first essence of quality education and the starting point of hierarchical teaching to adapt to individual differences of students. Teachers should adhere to people-oriented, fully respect students' personality development and promote everyone's progress and success; In teaching, we should focus on the middle, not on both ends, know how to teach well, demand good, medium and poor respectively, give full play to the advantages of different students in learning and personality, and take care of the whole and cultivate individuals.
3.2 the principle of subjectivity
The fundamental purpose of education is to develop and cultivate students' subjectivity. In hierarchical teaching, teachers should be good at stimulating and mobilizing students' learning enthusiasm, teaching students to learn, giving students time and space for autonomous learning, protecting students' learning enthusiasm to the maximum extent, constantly cultivating and stimulating students' learning interests and desires, enhancing students' learning motivation, and ensuring that students' main role is fully exerted in the teaching process.
3.3 Guarantee principle
In stratified teaching, teachers should face all students and strive to create a teaching organization form that is as suitable as possible for all students, which is the basis for ensuring the substantial improvement of teaching quality. "Guaranteed bottom" refers to the basic requirements to ensure that all students meet the English curriculum standards; On the basis of meeting the basic requirements, "not capping the top" means allowing different students to develop, urging middle-level students to move closer to high-level students, and allowing students with good grades to deepen and broaden, so as to achieve "cultivating excellent students, promoting middle-level students and turning to difficulties".
3.4 Incentive principle
Bloom, an American psychologist, pointed out in Mastering Learning Theory that "many students fail to achieve excellent results in their studies. The main problem is not the lack of students' intellectual ability, but the lack of appropriate teaching conditions and reasonable help. " In the process of hierarchical teaching, teachers should use a variety of incentives to consciously create opportunities, so that students at different levels can experience the hardships of success and enjoy the joy after success. Especially for students with poor foundation and learning difficulties, teachers should start with emotional education, help them enthusiastically and patiently, praise and encourage their slight progress in time, and let them feel that they have gained something in their daily study, so that they will gradually become interested in English learning, thus realizing the transformation from passive learning to active learning.
3.5 Dynamic principle
In hierarchical teaching, teachers should determine the level of each student according to the actual situation of students' English level, learning ability and non-intellectual factors, so as to make the teaching progress consistent and widen the gap in teaching depth and breadth. At the same time, according to students' performance in different periods, we will implement phased adjustment, make two small adjustments at the middle and end of each semester, and implement dynamic management of students' level, effectively tap students' learning potential and improve teaching effect.
4 conclusion
Starting from reality, the implementation of differentiated and stratified teaching in middle school English teaching can make up for the deficiency of large class teaching in adapting to individual differences of students, effectively mobilize students' enthusiasm and initiative in learning English, and promote students' development on the original basis, thus greatly improving the quality of English teaching. However, hierarchical teaching is a new topic with far-reaching significance, which requires English teachers to constantly strengthen their study, strive to strengthen and improve their own quality, and enhance their ability to implement hierarchical teaching.