The "people-oriented" educational thought of the new curriculum has now become the common sense of educators. The objects he emphasizes are students, and students are developing people. Teachers should pay attention to the development of every student. Discover the strengths of each student, develop their potential, cultivate their specialties, so that each student has a skill, so that all students can embark on different growth paths and become useful talents of different levels and specifications. The use of hierarchical teaching methods in rural junior high schools can better reflect this teaching concept. Although hierarchical English teaching has been mentioned for many years, not many schools actually implement hierarchical teaching in English teaching in rural junior high schools, and some teachers are a little confused during the implementation process. I think it is necessary to revisit the old tune of hierarchical teaching. .
[Keywords] Individual differences in English in hierarchical junior high schools, rural junior high schools
1. Analysis of the current situation of English teaching in rural middle schools:
1. On the one hand, rural students in primary schools If you have never learned English, you will not be exposed to English at all. After these students came to middle school, most of them lacked motivation to learn. They believed that learning English was for learning rather than for practical purposes. They had no English foundation in the first place. Now, the starting point of the new curriculum is a little higher for them. Coupled with the context and conditions, , foundation and interest, etc., have brought great difficulties to rural middle school English teachers in teaching.
On the other hand, after some students have been exposed to English for a period of time, they find that junior high school English is difficult to learn and the requirements are high. They encounter many difficulties in learning, so they no longer have curiosity and freshness about English. Lost interest and confidence in learning English. Some students often fail to complete their homework, do not review after class, have poor self-management skills, and have poor study habits. Most parents rarely cooperate with teachers to supervise their children's learning. They believe that the quality of their children's academic performance is the responsibility of the school and the teacher. Responsibilities that have nothing to do with their parents prevent these students from fully realizing their potential.
2. The classes in rural junior high schools are too large, there are too many students, and the teaching time is limited. It is impossible for teachers to take care of every student, and there is not much time to communicate with students after class, which affects the emotional connection. And weakened, this not only makes it difficult for a small number of students to satisfy their psychological needs, but also makes them feel left out by teachers. Over time, these students' learning enthusiasm disappears, thus affecting the classroom atmosphere and making classroom teaching ineffective. This leads to extremely disadvantageous conditions for teachers’ teaching and students’ learning and growth. Therefore, the same teacher teaches the same content to students in the same class. Some students have excellent grades, while some students have learning difficulties; some students like English, while some students hate English, and even mention English Headache, resulting in obvious individual differences among students, and a large number of underachievers.
The above has brought many difficulties to English teaching in our rural junior high schools, and has brought various difficulties to our rural junior high schools in completing teaching tasks and achieving new teaching goals.
2. The meaning and role of hierarchical teaching
The new English curriculum standards issued by the Ministry of Education in 2002 stated: “Students’ development is the starting point and destination of English courses. The curriculum highlights student-centered thinking in terms of goal setting, teaching process, course evaluation, and development of teaching resources. "To insist on highlighting student-centered thinking in teaching, we must respect individual differences and adapt to local conditions. People implement it. Hierarchical teaching is an education and teaching method that takes progress as the premise, level as the basis, competition as the means, coaching as the focus, and goal achievement as the core. It is based on the research on teaching content, teaching methods, teaching objects, and teaching processes. , based on target classification and driven by formative evaluation, give full play to the guiding role of teachers, mobilize students' enthusiasm for learning, and emphasize students' learning gains and personality development. Let every student experience the joy of successful learning to varying degrees, enhance students' self-confidence in learning English, improve their enthusiasm and initiative in learning English, and ultimately achieve the purpose of learning and learning well, making English teaching tasks Complete it smoothly and efficiently, thereby improving the quality of English teaching on a large scale.
(3) Classroom teaching content stratification
Classroom teaching stratified teaching is not duplex teaching. It is within the framework of collective teaching, with students at the intermediate and upper levels as the focus of teaching. Drive poor students and improve eugenics. In the specific teaching process, the following points should be paid attention to:
1. From shallow to deep, step by step
Students’ learning process is a continuous process from low-level to advanced, from simple to complex. The process of constructing cognitive structures. In teaching, teachers should follow students' cognitive rules and take care of the differences in students' receptive abilities at different levels. The teaching materials should be presented step by step, taking small steps, from easy to difficult, from simple to complex, step by step, and gradually improve. In Lesson 18, the first volume of the second year of junior high school, there was a discussion question Do you think it is good for animals to stay in cages? The previous unit happened to be about comparatives and superlatives, so before class I set this question as Which do you think is better, in the cages or in the forest? In class, I first review the comparative form. By asking a series of simpler comparative forms, I then introduce the question Which do you think is better, in the cages or in the forest? , so that the students in Group B and Group C will not be caught off guard. Through the question "Which do you think is better, in the cages or in the forest?", students in Group C can answer "I think in forest is better." And students in Group A can continue Ask them Why? In this way, students can talk to each other one by one, pushing the lesson to a climax.
2. Set up ladders and ask questions at different levels
An important task of classroom teaching is to improve students' intelligence and cultivate students' thinking and creative abilities. The optimized design classroom can guide students' thinking step by step in a planned way and develop from low level to high level. There are three levels in designing questions: the first level is the memory level; the second level is the understanding level; and the third level is the application level. When asking questions, pay attention to the necessary foreshadowing and form a ladder to facilitate the answers of average and poor students. For example, during the Lesson 90 class in the second grade of junior high school, I asked some questions in different layers: When was Bill Gates born? (Group C) What was his favorite subject? (Group B) What did he do when he was 13? (C Group) When did he get married? (Group B) What can 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 match the textbook content and student levels make students at different levels both learnable and motivating, thereby promoting the development of each student in an environment that is most suitable for him or her.
(4) Homework stratification
Learning English solely relies on classroom teachers’ explanations and some exercises. Without doing homework independently, it is difficult for students to acquire solid knowledge and proficient skills. Skillful. In daily study life, students at different levels are often burdened by a large number of uniform homework. Students with good grades will feel that the homework is simple and unnecessary and will not do it; students with poor grades will not do it because they feel that the homework is too difficult; teachers will not do it because they feel that the homework is too difficult. Students are unhappy when they fail to complete their assignments on time.
So 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. The amount of homework should not be too much, nor too little, nor too simple or too easy. The difficulty should be moderate, and the amount should be appropriate. Therefore, teachers should start from the actual situation and individual differences of students, according to the characteristics of students at different levels and the content they are taught, and within a certain range, teachers should design and assign homework at the upper, middle and lower levels in a targeted manner so that each student can can be optimally consolidated and developed. For example, in the four aspects of listening, speaking, reading, and writing, you can do this:
In terms of listening, students in Group A are required to understand and understand the textbook dialogue content. ; Complete the questions asked quickly and accurately; ask and answer each other about the dialogue content, and retell the dialogue; students in Group B basically understand the dialogue, grasp the main idea of ??the dialogue, can independently complete the questions asked, and can roughly repeat or imitate key sentences in the dialogue . Students in Group C can understand the general idea and basically grasp the key words.
In terms of "speaking", students in Group A are required to create their own situations, use language materials flexibly, conduct real communication in virtual situations, and speak fluently. In the weekly English morning reading, as a group, students write and perform English short plays, sing English songs, tell English jokes, guess riddles, tell famous English aphorisms, and read tongue twisters. Students in Group B are provided with scenarios, can use language materials appropriately, communicate more realistically in virtual scenarios, and speak more fluently. Retell the textbook dialogue. Pair work and Group work are the main forms. Students in Group C can carry out basic communication, understanding, reciting and imitating based on language materials.
In terms of reading, students in Group A are required to read the English article once. Write down the words or expressions that interest you in your knowledge library. Students in Group B can read articles of similar difficulty level as the text. Students in Group C are only required to be able to read the text by heart.
In terms of writing, students in Group A are required to be able to compose and compose new dialogue texts and write a diary every week with no limit on the number of words. As for Group B, they are required to write a diary on the basis of Group A The difficulty has been appropriately reduced. All homework assigned by the teacher must be completed, but the number of sentences in diaries and weekly diaries can be reduced; some dialogues can be memorized. C-level students are required to pass the pronunciation test, and they must be able to read and pronounce; they must pass the vocabulary test, because they cannot remember the words and cannot talk about other things. Therefore, as long as they can read, I will encourage and praise them to prevent loss of confidence.
In addition, when designing assignments and test papers, the principle of "two parts and three layers" must be followed. "Two parts" means that exercises or assignments are divided into two parts: required questions and optional questions; "three levels" means that teachers must have three levels when handling exercises: the first level is the direct application of knowledge and basic exercises; It is a must-do question for all students; the second level is variant questions or simple comprehensive questions, limited to the level that B-level students can achieve; the third level is comprehensive questions or exploratory questions. The questions at the second and third levels are optional, which allows students at level A to have the opportunity to practice, and students at levels B and C to have room for full development and enjoy the joy of success, thereby improving students' ability to learn English. Positivity.
(5) Hierarchical evaluation
The purpose of hierarchical teaching is to strive to tap the potential of each student so that he can improve on the original basis. Therefore, there must be corresponding standards to measure students at different levels in the teaching process. In questions, classroom exercises, quizzes or unit exercises, four grades of excellent, good, average and failed are evaluated according to the teaching objectives of each level. It indicates that the grades of Group A, Group B, and Group C are the same but not homogeneous. It only indicates the level at which the student has achieved the goal of this level. If students complete exercises at a higher level, praise them promptly or make timely adjustments to their level. This greatly improves students' enthusiasm for learning English.
After the implementation of hierarchical teaching, teachers’ efficiency in class has improved, and students’ interest in listening has also increased. They no longer feel that they have nothing to say and have nothing to do. Hierarchical teaching arouses interest among students at different levels.
In short, it has been proved through teaching practice that the hierarchical teaching method attaches great importance to the healthy and harmonious development of students' personalities, maximizes the enthusiasm for learning of students at different levels, and enhances their self-confidence and awareness of participation. It helps middle and poor students eliminate their inferiority complex, narrows the gap between students at different levels, and improves students' learning quality on a large scale. Therefore, the application of hierarchical teaching method in teaching is feasible and effective.
In junior high school English teaching, polarization of students' learning status is prone to occur. We should carry out stratified teaching according to the differences of students and teach students in accordance with their aptitude. The use of hierarchical teaching in rural junior high schools can better reflect this teaching concept. In order to protect the self-esteem and self-confidence of some students and mobilize their enthusiasm for learning, I can use the implicit stratified teaching method, that is, to stratify teaching objectives, teaching content, teaching activities and teaching tasks in the same class, so that Students at different levels experience success in cooperative learning, realize their potential, and achieve maximum development. Although hierarchical English teaching has been mentioned for many years, there are not many schools that actually implement hierarchical teaching in English teaching in rural junior high schools, and some teachers are a little confused during the implementation process. I think it is useful to revisit the old tune of hierarchical teaching. necessary.
[Keywords] Student differences, stratification, implicit stratification, rural English
1. Analysis of the current situation of English teaching in rural middle schools:
1. Nowadays, primary schools start from the third I started learning English when I was in grade 1, and by the time I entered junior high school, I had already studied English for four years. This determines that they come to junior high school with a strong English foundation. Two levels of differentiation have even emerged. Now, the starting point of the new curriculum is a little higher for them. Coupled with many other reasons such as context, conditions, foundation, and interests, it has brought great difficulties to rural middle school English teachers in teaching. Many students find that learning English in junior high school is more difficult and not as interesting as English in primary school. There are few classroom activities and high requirements, and they encounter many difficulties in learning. As a result, they no longer have curiosity and freshness about English, and lose interest in learning English. Interest and confidence. In addition, due to the shortage of teachers, some primary school English teachers are often taught concurrently by Chinese or mathematics, and English classes are often used to teach Chinese or mathematics. At the same time, because they are non-professional teachers, it is easy to cause inaccurate pronunciation, which brings difficulties to middle school teachers in English pronunciation correction. It is a great difficulty.
2. There are insufficient students in rural junior high schools. On the one hand, the construction of new rural areas provides a material basis for the changes in teaching facilities and teaching conditions in rural middle schools. At the same time, as farmers become more and more affluent, there are Many rural children pay high prices to study in county schools or some private schools, and private schools often recruit better students. In this way, rural junior high schools have poor student sources and fewer students are admitted to key high schools during the high school entrance examination. In the long run, A vicious cycle will form.
3. There are large regional differences among students, with uneven starting points. The construction of new rural areas has put farmers on the road to happiness. But we cannot ignore such a Reality. It is also a new countryside. The rural economic construction in coastal areas has developed more rapidly. In the poor western areas, although the country has increased poverty alleviation efforts, there have been long-term unbalanced development caused by regional differences. Many migrant workers still go to coastal areas to develop. Most of their children come to work in cities or rural areas relatively quickly. Most of their children study in our township junior high schools. In this way, there are many migrant workers in primary and secondary schools in new rural areas. According to statistics, in recent years, the number of migrant workers in our school has increased by 25 per year. is increasing. And these students come from different provinces, and most of them have poor English foundation. Some have never even learned English.
4. Family education cannot provide strong support for English teaching. Some students often fail to complete the homework, do not review after class, have poor self-management skills, and poor study habits. Most parents rarely cooperate with teachers to supervise their children's learning. They believe that the quality of their children's academic performance is the responsibility of the school and the teacher, and has nothing to do with the parents. This prevents these students from reaching their full potential.
5. Rural junior high schools have too large classes, too many students, and limited teaching time. It is impossible for teachers to take care of every student, and there is not much time to communicate with students after class, which reduces emotional connections. And weakened, this not only makes it difficult for a small number of students to satisfy their psychological needs, but also makes them feel left out by teachers. Over time, these students' learning enthusiasm disappears, thus affecting the classroom atmosphere and making classroom teaching ineffective. This leads to extremely disadvantageous conditions for teachers’ teaching and students’ learning and growth. Therefore, the same teacher teaches the same content to students in the same class. Some students have excellent grades, while some students have learning difficulties; some students like English, while some students hate English, and even mention English Headaches, resulting in obvious individual differences among students, and a large number of underachievers.
The above has brought many difficulties to English teaching in our rural junior high schools, and has brought various difficulties to our rural junior high schools in completing teaching tasks and achieving new teaching goals.
2. The meaning and role of hierarchical teaching
The new English curriculum standards issued by the Ministry of Education in 2002 stated: “Students’ development is the starting point and destination of English courses. The curriculum highlights student-centered thinking in terms of goal setting, teaching process, course evaluation, and development of teaching resources. "To insist on highlighting student-centered thinking in teaching, we must respect individual differences and adapt to local conditions. People implement it. Hierarchical teaching is an education and teaching method that takes progress as the premise, level as the basis, competition as the means, coaching as the focus, and goal achievement as the core. It is based on the research on teaching content, teaching methods, teaching objects, and teaching processes. , based on target classification and driven by formative evaluation, give full play to the guiding role of teachers, mobilize students' enthusiasm for learning, and emphasize students' learning gains and personality development. Let every student experience the joy of successful learning to varying degrees, enhance students' self-confidence in learning English, improve their enthusiasm and initiative in learning English, and ultimately achieve the purpose of learning and learning well, making English teaching tasks Complete it smoothly and efficiently, thereby improving the quality of English teaching on a large scale.
In terms of teaching objectives, hierarchical teaching can promote the maximum development of all students in the class; in terms of teaching organization form, class, group and individual teaching forms are comprehensively and alternately used; in terms of teaching effect, all levels are pursued All students can get a successful experience; layered teaching fully embodies the orientation to all, layered optimization, teaching in accordance with aptitude, and subject participation; it can stimulate students' interest in learning English, encourage students to actively acquire knowledge, reduce student loss, and improve academic performance on a large scale ; The starting point of hierarchical teaching is low, and it can mobilize students' learning enthusiasm at multiple levels, enhance competitiveness, downplay the form, focus on reality, and have the effect of maintaining top students, promoting middle students, and making up for poor students.
3. Why should implicit stratified teaching be implemented in junior high school English teaching?
In daily teaching, we found that although students’ physical and mental development have the same characteristics, they have different characteristics in personality, There are individual differences in the development level of temperament, knowledge and intelligence, and the differences are even very prominent. In the traditional class teaching format, due to limitations of many factors such as teaching class size, teaching time, teaching content, teaching progress, etc., teachers often use a "one size fits all" approach to teaching, ignoring the individual differences of students and making high-level students The development of students' thinking and cognitive level has been constrained and cannot be fully developed. Students at low levels are overwhelmed by progress and content and cannot complete learning tasks. There is a phenomenon that some students "cannot eat enough" and some students "cannot eat enough" , which ultimately leads to differentiation in students’ learning levels and abilities. For this reason, some schools have begun to try to divide students into classes according to their learning levels and implement tiered teaching. Although this teaching method that pays attention to the combination of individuality and difference and teaches students in accordance with their aptitude shows certain advantages in some aspects, it also brings difficulties in class management, teaching content, evaluation methods, students and parents' understanding and support, etc. Here come new questions and confusions. Therefore, how to achieve hierarchical teaching in the same teaching class has become a hot topic for many teachers and teaching managers.
Educator Bloom believes that as long as students are given sufficient learning time, 95% of students can meet the requirements of teaching. The difference lies only in the speed of mastering, not in whether they can learn it. This theory tells us that every student, including students with learning difficulties, has learning potential, and teachers' teaching should be conducive to the development and development of students' potential. If students are clearly divided into various levels according to their academic performance in the class, it will easily hurt the self-esteem of some students, dampen their learning enthusiasm and self-confidence, and make it difficult to implement stratified teaching in the class. For this reason, implicit stratification provides us with An alternative is provided.
4. How to implement implicit stratified teaching in junior middle school English teaching
1. Carry out implicit emotional stratification according to students’ personality characteristics
Emotional pairing The role of foreign language learning is at least as important as cognitive skills, or even more important. Without the role of emotion, even if there is good learning potential, learning enthusiasm will not be mobilized. Properly placing students within the emotional level they accept can stimulate learning enthusiasm and tap learning potential. For students with strong learning ability and excellent grades, they should feel the trust and higher expectations of teachers in daily classroom activities, so that they can demand themselves with higher standards and actively work with teachers to help students with weak learning ability. student. For middle-level students, they should use various methods to make them feel that teachers care about them and believe that they can become outstanding students through their own efforts. Teachers should also create various opportunities for them to show their progress. For students who have learning difficulties, we must use various methods to make them feel the teacher's care and unremitting help, promptly and vigorously praise their progress, and use words of encouragement to motivate their failures. Some students are introverted and don't like to express themselves and communicate with classmates. Some students have strong self-esteem and are afraid of making mistakes and making others laugh. Therefore, after getting to know the students, teachers should divide them into several types such as introversion, extroversion, self-confidence and lack of self-confidence, and provide different emotional care. For example, we should talk, encourage and praise students with poor foundation and introversion, so that they can deeply feel the teacher's care and expectations, stimulate their interest in learning and enhance their motivation to learn. For students with strong self-esteem, beware of teaching behaviors that may hurt their self-esteem. For outgoing and confident students, emotional communication should be used to let them feel the teacher's trust in them. Different emotional strategies should be used for different students so that they can obtain the emotional belonging they need, thereby stimulating their learning potential.
2. Implicit stratification of students’ learning levels and learning abilities
Students’ learning levels and learning abilities are different, which is related to their long-term learning attitudes and Study habits, learning strategies, etc. are related, and this difference is difficult to change for a while. Therefore, they should be divided into several layers according to their differences. For outstanding students, we can "point and follow" in teaching. These students have a solid foundation and good thinking quality. Let them boldly let go and focus on self-study, supplemented by guidance. This can tap their learning potential and cultivate them. its self-learning ability. For example, when learning a certain topic, you can give some guidance on the teaching material and guide them to summarize and discover problems on their own. You should take the initiative to draw inferences about the content of the text, and be able to expand your learning content through various channels. For middle-level students, we need to "lead them". This group of students has better basic learning abilities than the advanced students. Therefore, problems they do not understand must be explained in depth and meticulously in class to make them fully understand. For example, when explaining important sentence patterns, phrases and grammar, we should pay attention to their understanding and understanding, and give them more opportunities to practice and demonstrate when using exercises, so that they can draw inferences about what they have learned. For students with learning difficulties, they should be "supported and walked". These students have poor basic learning abilities. They should always pay attention to their attention and classroom participation in class, and promptly remind them to listen carefully and actively participate in class activities. Let them complete simple tasks and experience the joy of success. Of course, there will also be various extracurricular attention and tutoring. More care should be given to this group of students to help them overcome their inferiority complex, build self-confidence, and establish psychological advantages.
3. Classroom teaching content stratified
Classroom teaching stratified teaching is not duplex teaching. It is within the framework of collective teaching, focusing on students at the intermediate and upper levels, and driving Poor students, improve good students. In the specific teaching process, the following points should be paid attention to:
1. From shallow to deep, step by step
Students’ learning process is a continuous process from low-level to advanced, from simple to complex. The process of constructing cognitive structures. In teaching, teachers should follow students' cognitive rules and take care of the differences in students' receptive abilities at different levels. The teaching materials should be presented step by step, taking small steps, from easy to difficult, from simple to complex, step by step, and gradually improve. In Lesson 18, the first volume of the second year of junior high school, there was a discussion question Do you think it is good for animals to stay in cages? The previous unit happened to be about comparatives and superlatives, so before class I set this question as Which do you think is better, in the cages or in the forest? In class, I first review the comparative form. By asking a series of simpler comparative forms, I then introduce the question Which do you think is better, in the cages or in the forest? , so that students in Group B and Group C will not be caught off guard. Through the question "Which do you think is better, in the cages or in the forest?", students in Group C can answer "I think in forest is better." And students in Group A can continue Ask them Why? In this way, students can talk to each other one by one, pushing the lesson to a climax.
2. Set up ladders and ask questions at different levels
An important task of classroom teaching is to improve students' intelligence and cultivate students' thinking and creative abilities. The optimized design classroom can guide students' thinking step by step in a planned way and develop from low level to high level. There are three levels in designing questions: the first level is the memory level; the second level is the understanding level; and the third level is the application level. When asking questions, pay attention to necessary foreshadowing and form a ladder to facilitate the answers of average and poor students. For example, during the Lesson 90 class in the second grade of junior high school, I asked some questions in different layers: When was Bill Gates born? (Group C) What was his favorite subject? (Group B) What did he do when he was 13? (C Group) When did he get married? (Group B) What can 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 match the textbook content and student levels make students at different levels both learnable and motivating, thereby promoting the development of each student in an environment that is most suitable for him or her.