Firstly, it analyzes the present situation of English teaching in rural middle schools.
1, the vast majority of rural students come from poor families and have a difficult life. Parents are busy making a living all day and have no time to take care of their children's studies. Some parents work outside all the year round, even for a few years, and don't pay attention to their children's study at all. As for what their children learn, they don't know what grade they are in now. In addition, these students have not been exposed to English in primary school, and they lack the motivation to learn English after entering middle school, and they don't realize the importance of learning English. Now the starting point of the new curriculum is a little high for them, and many reasons, such as context, conditions, foundation and interest, have brought great difficulties to English teachers in rural middle schools.
Some students have been exposed to English for a period of time, and find that junior high school English is difficult and demanding, and they encounter many difficulties in learning, so they no longer have curiosity and freshness in English, and lose interest and confidence. They often can't finish their homework independently, don't review after class, have poor self-management ability and poor study habits. In addition, most parents rarely cooperate with teachers to supervise their children's learning. They think that the quality of children's academic performance is the responsibility of schools and teachers, not their parents.
2. After the implementation of nine-year compulsory education, the implementation of free entrance examination led to a huge number of classes and students in rural junior high schools, with more than 70 students in each class, and some even reached 80 students. Teaching time is limited, teachers can't take care of every student in class, and they don't have much time to communicate with students after class, which weakens emotional connection and not only makes it difficult to meet the psychological needs of a few students. Moreover, they will feel left out and abandoned by their teachers. If it goes on for a long time, their enthusiasm for learning will disappear, which will affect the classroom atmosphere, make classroom teaching unable to be carried out effectively, and lead to teaching being extremely unfavorable to the learning and growth of teachers and students. A class is polarized, some students get excellent grades, some students have difficulties in learning, some like English, some hate English, and the gap is getting bigger and bigger. It is difficult to complete teaching tasks, achieve teaching objectives and improve teaching quality.
The above factors have brought all kinds of difficulties to English teaching in rural junior high schools in China, making it difficult for English teaching in rural junior high schools to complete teaching tasks and achieve new teaching goals. In order to make junior middle school English teaching truly face the whole class, stimulate all students' interest in learning English and improve each student's English performance, as a rural middle school English teacher, we should explore teaching methods suitable for our students as soon as possible to improve classroom teaching effect.
Second, the significance and role of hierarchical teaching
The new English curriculum standard issued by the Ministry of Education puts forward: "The development of students is the starting point and destination of English curriculum, which highlights the idea of taking students as the main body in the aspects of goal setting, teaching process, curriculum evaluation and teaching resource development." To adhere to the student-centered thinking in teaching, we must respect individual differences, adjust measures to local conditions and vary from person to person. Hierarchical teaching is an educational and teaching method based on progress, hierarchy, competition, guidance and goal realization. It is based on the study of teaching content, teaching methods, teaching objects and teaching process, based on goal classification and driven by formative evaluation, giving full play to the guiding role of teachers, mobilizing students' learning enthusiasm to the maximum extent, so that every student can experience the joy of learning success to varying degrees. Enhance students' self-confidence in learning English, improve students' enthusiasm and initiative in learning English, and finally achieve the goal of learning well and completing English teaching tasks smoothly and efficiently, thus improving classroom teaching effect.
Hierarchical teaching can promote the maximum development of all students in the class in teaching objectives; In the form of teaching organization, classes, groups and individual teaching forms are used alternately; In the teaching effect, every student can learn something every day and apply what he has learned; Students at all levels can get a successful experience; Hierarchical teaching fully embodies the whole-oriented, hierarchical optimization, individualized teaching and subject participation; It can stimulate students' interest in learning English, encourage students to acquire knowledge actively, reduce the loss of students and improve their academic performance in a large area; Hierarchical teaching has a low starting point, which is suitable for all kinds of students and avoids the phenomenon that students can't eat because of unsaturation. It can mobilize students' learning enthusiasm at multiple levels, enhance their competitiveness, dilute the form, pay attention to reality, and have the functions of keeping sharp, promoting middle school and making up for poor students.
So how to implement hierarchical teaching in rural junior high schools?
(A) student stratification
Hierarchical teaching is to divide students into three levels: A, B and C according to their grades, personality and psychological characteristics, learning motivation, interests, habits, ability to accept knowledge and basic level. Grade A is an excellent student with solid basic knowledge, strong self-conscious learning ability, strong acceptance ability, strong interest in English and excellent test results. Grade B is an intermediate student, who is enterprising in English learning and has certain learning ability and development potential, but his acceptance ability is a little poor, his foundation is not very solid, and his learning methods need to be improved, so he needs the help of teachers and classmates to supervise and coach him. C-level students have unconscious learning, poor foundation, slow thinking, learning obstacles, unable to complete their homework independently and poor grades.
In class and after class, these three types of students are arranged into several groups according to the actual situation of the class. A-level students are the leaders of Group B and Group C, who are responsible for supervising and inspecting the homework and exercises of B-level and C-level students, solving difficult problems and guiding learning methods. According to the inspection report and stage test of each group leader, adjust all levels in time, give full play to the subjective initiative of all students, stimulate each student's internal potential and improve the overall English level.
(B) Teaching objectives stratification
In order to enhance students' confidence in learning English well, we should give them different learning goals according to the characteristics of students at different levels. On the basis of A-level students fully mastering the contents of the textbook, teachers should pay attention to the cultivation of students' learning ability and study habits, so that students' listening, speaking, reading and writing abilities can be greatly improved. B-level students focus on mastering the content of teaching materials, and strive to avoid omission, lack, forgetting and confusion, so that students' listening, speaking, reading and writing abilities can be improved to a certain extent. C-level students focus on mastering basic knowledge, improving students' interest in learning, improving their learning confidence and stimulating their potential.
Words, phrases, texts and exercises in each unit are broken down into goals. In the usual classroom teaching, students at all levels should present different teaching objectives according to the teaching content of each class. For A-level gifted students, it is required to skillfully understand and master all the contents learned in each class, and to comprehensively use old and new knowledge, flexibly conduct conversations and retell texts, and creatively solve some unconventional problems. For B-level students, it is required to memorize commonly used words and idioms, master basic grammar, read the corresponding reading materials by using what they have learned initially, and be proficient in daily conversation. C-level students only need to remember the most commonly used words and idioms, and only need to understand the main idea of the text. Can understand and conduct the most common daily conversations, as long as you can write half of the words, you can pass dictation. In this way, many negative effects are avoided, and the self-esteem of students at A, B and C levels is better protected, thus mobilizing the enthusiasm of all students to learn English.
When implementing learning objectives for students at different levels, we should pay attention to the following three points: first, we should consider the actual situation of students at different levels, and reflect the individual differences of students when implementing learning objectives, with the aim of good students eating enough and poor students eating enough; Second, no matter what level of students, the goals set for them should be in the nearest development zone, and differences should not be used as an excuse to lower requirements and accommodate lower levels; Third, students should not be required to stay only at the level of rote memorization and understanding, but should be given timely and necessary thinking requirements and training.
(C) the stratification of classroom teaching content
Hierarchical teaching in classroom teaching is not a compound teaching, it is based on the framework of collective teaching, focusing on students with upper-middle level, driving poor students and improving excellent students. In the specific teaching process, we should pay attention to the following points:
1, from shallow to deep, step by step.
The learning process of students is a cognitive structure construction process from low level to high level and from simple to complex. In teaching, teachers should follow students' cognitive rules and take care of the differences of students' acceptance ability at different levels. The presentation of teaching materials should be gradual, step by step, from easy to difficult, from simple to complex, step by step, and gradually improve. There is a discussion topic Do in lesson 1 18 of Grade 2.
Do you think it is good for animals to stay in cages?
The previous unit happened to be the comparative level and the highest level, so I set this question as which do you think is better, in the previous class.
Cage or forest? In class, I will review the comparison grade first, ask a series of simple comparison grades, and then introduce which one you are.
Think better, in the cage or in the forest.
? This question can make students in Group B and Group C not caught off guard, and through which one do you think is better, in the cage.
Or in the forest? Question, group C students can answer. I think it is in the forest.
Much better. And group A students can continue to ask them why? In this way, students can say sentence by sentence and push this class to a climax.
2. Set the ladder and ask questions in layers.
An important task of classroom teaching is to improve students' intelligence and cultivate students' thinking ability and creativity. Optimizing the design of classroom can guide students' thinking in a planned way and develop from low level to high level. The design problem has three levels: the first level is the memory level; The second level is the understanding level; The third layer is the application layer. When asking questions, pay attention to the necessary bedding and form a ladder to help poor students answer. For example, on the second day of lesson 90, I asked the question in layers: When?
Was Bill Gates born? (Group C) What's his favorite subject? (Group B) What?
Did he do it at 13? (Group C) When did he get married? (Group B) What can I do?
We learn from him? (Group A) What did Bill Gates do for the world? (group a)
What do you think of Bill Gates? (
Group A) Through these questions that are suitable for the content of the textbook and the level of students, students of different levels can learn and be motivated, thus promoting the development of each student in the most suitable environment.
(4) Work stratification
Learning English only depends on the classroom teacher's explanation and some exercises, and it is difficult for students to acquire solid knowledge and skilled skills without completing their homework independently. In daily study and life, students of different levels are often tired of a large number of unified homework, and students with good grades will feel that the homework is simple and unnecessary and will not do it; Students with poor grades don't do their homework because they think it is too difficult; The teacher was unhappy because the students didn't finish their homework on time. Then, in the face of multi-level students, how to use homework to consolidate knowledge, train skills, develop intelligence and expand knowledge? Therefore, after-school homework should be layered, and the amount of homework should not be too much, too little, too simple or too easy, and the difficulty should be moderate and appropriate. Therefore, teachers should proceed from the actual situation and individual differences of students, and design and arrange the homework at the upper, middle and lower levels in a certain range according to the characteristics and teaching contents of students at different levels, so that every student can get the best consolidated development. For example, in listening, speaking, reading and writing, you can do this specifically:
In listening, group A students are required to understand and understand the dialogue in the textbook; Complete the problem quickly and accurately; Ask and answer questions and repeat the dialogue; Students in group B basically understand the dialogue, grasp the main idea of the dialogue, can independently complete the questions raised, and can roughly repeat or imitate the key sentences in the dialogue. Group C students can understand the main idea and basically master the key words.
In the aspect of "speaking", students in Group A are required to create their own situations, be able to use language materials flexibly, have real communication in virtual situations, and be fluent in language. In the weekly English morning reading, we write and perform English short plays, sing English songs, tell English jokes, solve riddles on the lanterns, speak English famous sayings and epigrams, and read tongue twisters in groups. Group B students can provide situations, use language materials appropriately, communicate more realistically in virtual situations, and be fluent in language. Retell the dialogue in the textbook. Pairing and group work are the main forms. Group C students can communicate, understand, recite and imitate language materials.
In reading, students in Group A are required to read English articles once. Write down the words or expressions you are interested in in in your knowledge accumulation library. Students in group B can read articles with the same difficulty as the text. Group C students only need to be able to read the text well.
In writing, group A students are required to edit the text of the new dialogue and write a diary every week, with unlimited words. As for group B, the difficulty is appropriately reduced on the basis of group A. Teachers are required to do all the assigned homework, but diaries and weekly notes can reduce the number of sentences; I can remember some conversations. C-level students are required to pass the phonetic symbol pass, and can read and send; Pass the vocabulary barrier, because I can't remember the words, so as long as they can read, I encourage and praise them to prevent losing confidence.
In addition, when designing homework and examination papers, we should follow the principle of "two parts and three layers". "Two parts" means that the exercise or homework is divided into two parts: mandatory and optional. "Three levels" means that teachers should have three levels when dealing with exercises: the first level is the direct application of knowledge and basic exercises, which all students must have; The second level is variant questions or simple comprehensive questions, which are limited to the level that B-level students can reach; The third level is comprehensive questions or exploration questions. The second and third level topics are choosing and doing, which can give students at A level a chance to practice. Students at B and C levels also have room for full development and can all enjoy the joy of success, thus improving students' enthusiasm for learning English.
(5) Hierarchical evaluation
The purpose of hierarchical teaching is to tap the potential of each student and improve it on the original basis. Therefore, there should be corresponding standards to measure students at different levels in the teaching process. In questioning, classroom exercises, quizzes or unit exercises, four grades are evaluated according to the teaching objectives at all levels: excellent, good, medium and failed. It is pointed out that the quality of grades in group A, group B and group C is different, which only shows that the student has reached the level of the target at that level. If students have completed a higher level of exercises, they should be praised or adjusted at a higher level in time. This has greatly improved students' enthusiasm for learning English.
After the implementation of hierarchical teaching, teachers' class efficiency has improved, and students' interest in attending classes has also improved. They no longer feel speechless and idle. Hierarchical teaching interests students at different levels. In a word, teaching practice proves that the layered teaching method attaches importance to the healthy and harmonious development of students' personality, stimulates students' learning enthusiasm at different levels to the maximum extent, and enhances students' self-confidence and participation consciousness. Help poor students to eliminate inferiority complex, narrow the gap between students at different levels, and greatly improve the quality of learning. Therefore, the application of layered teaching method in teaching is feasible and effective.