With the full implementation of the new curriculum reform, English classes are generally offered in the third grade of primary school. Compared with urban schools, rural primary schools are relatively backward in economic conditions and information, which makes English teaching in rural primary schools still mainly based on mechanical memory. The repeated training method of "listening-reading-remembering" not only increases students' ideological burden and discourages their interest in learning English, but also runs counter to the spirit of quality education and is not conducive to students' all-round development.

In order to adapt to the new curriculum reform, as a rural primary school English teacher, it is of great practical significance to explore a method to adapt to rural primary school English teaching from the characteristics of rural primary school students' physical and mental development and the current situation of rural primary school teaching. So, what kind of teaching mode can adapt to English teaching in rural primary schools? Combining the theories of Confucius, an ancient educator in China, and babanski, an educator in the former Soviet Union, I launched the exploration and practice of "hierarchical teaching" mode in English practical teaching.

Second, the basic concepts and models of hierarchical teaching

The so-called "stratified teaching" means that in classroom teaching, according to the requirements of the new English curriculum, according to the differences of students' existing knowledge base, intelligence level, non-intelligence factors and learning situation, different teaching objectives are set for different people, different teaching requirements are put forward, different teaching contents are used, different teaching methods are adopted, and different levels of guidance and evaluation are given, so as to maximize the enthusiasm of each student in learning English and make them gain something.

In English teaching, we should make good use of "stratified teaching" according to the actual situation of students' English learning at three levels: good, medium and poor, with systematic teaching ideas and all-round teaching vision, so that it can run through the whole process of preparing lessons, attending lectures, practicing, extracurricular activities and counseling, and achieve the best overall effect under the guidance of the teaching theory of reaching the standard in class. Combined with my English teaching practice, the basic mode of English "hierarchical teaching" is defined as:

Hierarchical goal, hierarchical doubt, hierarchical homework, hierarchical counseling, hierarchical evaluation

Third, the exploration and practice of hierarchical teaching

1. Grading goal-cultivate self-confidence

In view of the differences of students in each class, teachers should maintain students' self-esteem and self-confidence in the process of dynamic stratification, and should not directly divide students into three layers: good, medium and poor, but call them three layers: A, B and C, so as to reduce students' negative ideological burden.

According to the requirements of the new English curriculum standard, the content of teaching materials and the possible level of students at three levels in the class, the hierarchical teaching objectives consistent with the "nearest development zone" at all levels are formulated. For example, the teaching objectives of the new standard (three cases) Volume 4/Module4/Unit 1 can be layered as follows:

C layer goal: can you understand and speak ... Yes, I will. /No, I won't. And can read the dialogue aloud.

Level b goal: can understand, can you say yes ... Yes, I will. /No, I won't. And a dialogue can be performed.

Horizontal goal: can you understand and say you are willing ...? Yes, I will. /No, I won't. And be able to have a free dialogue according to your own specific situation next week.

When implementing this link, it should be noted that although there are differences in objectives at all levels, they only reflect the differences in depth and breadth of the same textbook content, and there should be close links between objectives at all levels to form a ladder. Therefore, in the actual teaching process, teachers should encourage low-level target students to move towards intermediate and advanced goals and cultivate students' self-confidence in learning English.

2. Level doubt-everyone is involved

In the process of English teaching, teachers should grasp the teaching requirements at different levels and strive to make everyone learn something. The main psychological characteristics of primary school students are: first, they love to express themselves; The second is to listen to praise. In classroom teaching, teachers should always aim at the teaching objectives of students at different levels, and adopt the methods of asking questions from different people and setting doubts at different levels to test students' learning level. For example, let some students with poor learning level answer more short and direct questions or judgmental questions, such as looking at pictures or answering what is this/that in the real thing? Is this/that ...? Wait; Ask students with medium learning level to answer some slightly more difficult descriptive questions, such as what can you do? Where is the ball? Wait; For those students with good academic level, we should answer some extended questions, such as what can you do in class? What can your mother/father do? Wait a minute.

This kind of hierarchical questioning greatly improves the enthusiasm and self-confidence of students at different levels. They never dare to say, dare not say or speak, so that students at different levels have the opportunity to express themselves and get praise, so that students with poor learning can feel the joy of learning English successfully, students with good learning can feel the pressure, and students with good learning can be arrogant and unwilling.

3. Layered homework-Have fun

(1) Written homework: With the deepening of English learning, English classroom homework or after-school homework can be divided into three categories: one is the required question, that is, copying words or sentences and filling in the blanks according to the texts in the supporting workbook, which is moderately difficult and requires each student to complete, which can not only improve students' writing ability, but also improve students' understanding of the texts; The second is to choose to do the questions, that is, to synchronize some difficult reading questions in basic training, which is more suitable for A and B students, but teachers should also encourage C students to do as much as possible; The third category is the challenge, that is, the expansion and promotion of each unit. This category is suitable for A-level students to further improve their practical application and reading ability. For senior three students with good level, they can also arrange some small compositions to cultivate their English writing ability.

(2) Oral homework: As we all know, the purpose of language learning is expression and communication, so oral expression plays an extremely important role in English learning. Due to the limitation of conditions, rural students' English learning atmosphere is poor and there are few opportunities to communicate in English, which is very unfavorable for improving their oral expression ability. Therefore, after every English class, I will give students of different levels related oral homework. For C-level students, they can generally arrange some simple oral homework such as reading aloud and following. For B-level students, you can arrange some oral homework such as group dialogue and performance. In the arrangement of students' homework, they can be asked to use what they have learned to have a dialogue after class, and they can also be asked to do some activities such as surveys and interviews.

This kind of homework arrangement avoids the phenomenon that good students "don't have enough to eat" and poor students "don't have enough to eat", so that every student can actively participate in English learning and experience the fun of learning English in the process of homework.

4. Hierarchical consultation-encouraging competition

In the process of tutoring students, multi-form and multi-level tutoring is carried out on the principle of not increasing class hours and not making up lessons for the whole class. Specifically, individual counseling should be given to poor students, starting from the lowest point, so that students can learn to think, complete learning tasks, master learning methods and gradually form autonomous learning ability under the guidance of teachers; Adopt the method of group discussion among middle school students, encourage them to learn from each other's strong points and gradually improve their self-study ability; Besides giving top students more independent thinking, they should also satisfy their thirst for knowledge through English interest groups, English time and English corner. The content of counseling is mainly based on broadening and extending, taking students' acceptability as the principle, focusing on developing students' personality, stimulating interests and hobbies, and cultivating students' self-study ability and creativity. For every student, the teacher should always encourage them to speak boldly and ask boldly. Over time, students' English learning ability will be improved invisibly. In the process of counseling, teachers should actively encourage students to compete in their studies, from horizontal competition to vertical competition, so that students can grow and progress in the competition.

5. Hierarchical evaluation-feeling successful

Whether teaching evaluation is used well or not will directly affect students' enthusiasm and initiative in learning English. Therefore, according to the teaching objectives and specific teaching process, different requirements of teaching evaluation should be carried out for students of different levels, and the evaluation should be hierarchical and personalized. First of all, on the basis of a comprehensive understanding of the goals achieved by students at all levels, students with good, medium and poor grades are given different evaluations: A-level students adopt competitive evaluation, adhere to high standards and requirements, emphasize ability and promote development; For B-level students, we should adopt incentive evaluation to reveal the shortcomings, point out the direction and encourage them to make positive progress. For C-level students, we should use praise and evaluation to discover and affirm small progress, and urge them to eliminate their inferiority complex and gradually move towards success. Of course, students at all levels should have the opportunity to be praised and rewarded, so as to be encouraged and motivated. Secondly, in the process of hierarchical evaluation, let each student know the gap between himself and the goal, know his own development, and let students feel the joy of success constantly in the horizontal and vertical competition through evaluation.

Fourth, the practical significance of hierarchical teaching

1. is conducive to the healthy development of students' psychology.

Learning English as a second language is very difficult for students with poor reception ability. Because you can't get the attention of teachers or classmates in the usual learning process, you will inevitably feel inferior and tired of learning over time. In teaching, if the method of hierarchical teaching is adopted, according to the characteristics of students' personality development, each student can give full play to his learning initiative at his own level. The affirmation of teachers and classmates makes them constantly rush to a new starting point in the process of successful learning experience, thus moving towards the stage of learning confidence.

Therefore, hierarchical teaching can better break through the difficulty of class teaching system, take care of the limitations of students' individual differences, and implement personalized teaching, which not only helps students overcome learning obstacles, but also reduces their learning psychological burden, so that students can develop on the road of mental health.

2. It is conducive to the cultivation of students' study habits and learning ability.

In English teaching, especially in primary school, the formation of students' study habits and learning ability will directly affect their future English learning. Therefore, teachers should not be limited to imparting knowledge in teaching, but should pay more attention to the cultivation of students' listening, speaking, reading and writing abilities, so that students can learn to learn. Hierarchical teaching fully embodies the idea of quality education, facing all students and every student with differences, so that everyone can get a developed education. Everyone develops on their own original basis, fully develops within their own talent range, and constantly improves their enthusiasm and enterprising spirit in the harvest, thus promoting the formation of students' study habits and further improving their abilities in all aspects.

Verb (abbreviation of verb) conclusion

Because hierarchical teaching avoids the traditional "one size fits all" phenomenon and attaches importance to the independent development of students' individuals and personalities, it is an effective measure to make all students progress together and an effective way to teach English in rural primary schools in accordance with their aptitude. However, there are also some problems in the practice of hierarchical teaching. For example, due to the influence of family and society, rural students are indifferent to learning. Teachers' stratification of students mostly depends on students' scores and teachers' subjective attitude, which is not standardized and scientific enough; Students have unequal exhibition opportunities, which need to be further explored.