How to effectively implement hierarchical education in English teaching in rural junior high schools

It is divided into key classes and ordinary classes. Although there are objections to this approach, it is the most effective.

If junior high school English is said to achieve hierarchical teaching, then the teacher needs to understand the situation of each student in the class, and then be able to teach according to their aptitude.

First of all, it is necessary to understand the strengths and weaknesses of children, shortcomings, difficulties, and key points, and divide them into hematopoiesis.

Hello, according to the different levels of students, they are distinguished in terms of classroom exercises and exercises.

As for the issue of hierarchical teaching of English in junior high school, it should be arranged between the school and the teacher according to the actual situation.

Tiered teaching is very meaningful.

It can improve the quality of teaching for students.

Junior high school mathematics implements hierarchical teaching, mainly to teach students in layers!

Is it not necessary to have English for junior high school? Do you want to divide a class into several groups?

I. Introduction.

Compared with urban schools, the economic conditions of rural primary schools are relatively backward, coupled with the lag of information, so that the English teaching in rural primary schools is basically still based on mechanical memory, and the repeated training method of "listening-reading-memorizing" not only increases the ideological burden of students, hits their interest in learning English, but also runs counter to the spirit of quality education, which is not conducive to the all-round development of students.

In order to adapt to the reform of the new curriculum, as an English teacher in rural primary schools, we should start from the physical and mental development characteristics of rural primary school students and the current situation of rural primary school teaching, and explore a method to adapt to English teaching in rural primary schools. So, what kind of teaching model can be adapted to English teaching in rural primary schools? Combined with the theory of the ancient Chinese educator Confucius "teaching students according to their aptitude" and the former Soviet educator Babansky's "group teaching in class", I explored and practiced the "hierarchical teaching" model in the actual teaching of English.

2. The basic concepts and modes of hierarchical teaching.

The so-called "hierarchical teaching" means that in class teaching, in accordance with the requirements of the new English curriculum standards, according to the differences in students' existing knowledge base, intellectual level, non-intellectual factors and learning, different teaching objectives are formulated according to different people, different teaching requirements are put forward, different teaching content is applied, different teaching methods are adopted, and different levels of guidance and evaluation are given, so as to maximize the enthusiasm of each student to learn English, so that each student can gain something in their respective "recent development areas" within the full development.

In English teaching, according to the actual situation of English learning of students at the three levels of good, medium and poor in each class, with systematic teaching ideas and all-round teaching vision, we use "hierarchical teaching" to run through the whole process of lesson preparation, class, practice, extracurricular activities and tutoring, so that they can achieve the best overall effect under the guidance of the teaching theory of meeting the standards in the classroom. Combined with my actual English teaching, the basic model of "hierarchical teaching" in English is as follows:

Stratified Objectives, Stratified Questions, Stratified Assignments, Stratified Counseling, Stratified Evaluation.

3. Exploration and practice of hierarchical teaching.

1 Tiered Goals – Develop self-confidence.

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

According to the requirements of the new English curriculum standards, the content of the textbooks and the possible levels of students at the three levels in the class, the hierarchical teaching objectives that are consistent with the "recent development areas" of each level are formulated. For example, the new standard (three up) book 4 module4 unit 1 teaching objectives can be layered as follows:

After the implementation of the new curriculum, these factors and problems have not only not been well solved, but have become more and more serious, resulting in teachers complaining of hardship, students complaining of tiredness, and even headaches when mentioning English. Therefore, how to implement the "people-oriented" educational idea in the new curriculum standard, while facing all students, how to pay attention to each student's individual, respect individual differences, so that each student can experience the joy of success brought by learning English to different degrees, enhance each student's self-confidence in learning English, and engage in learning in a harmonious and relaxed atmosphere, so that all students can embark on different growth paths and become useful talents at different levels and with different personalities. The use of hierarchical teaching in rural junior high school English teaching can better reflect this teaching concept, and it is also the most favorable way to complete the teaching task, achieve the new teaching goal, get rid of the adversity of English teaching, and improve the teaching quality.

It is true that hierarchical teaching has been proposed in teaching for many years, but there are only a few schools that really implement hierarchical teaching in English teaching in rural middle schools, and some teachers are affected by a variety of factors in the implementation, some are confused, and the teaching effect is not very obvious, so I think it is necessary to better promote quality education, pay attention to each student, respect individual differences, develop their potential, cultivate their strengths, so that each student has a skill, so that all students embark on different growth paths, become different levels, Useful talents of different specifications.