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Abstract: This study begins with the truth that English teaching in junior middle school is now faced with the instructional change according to requirements of New English Curriculum criterion. And the transition from pure imitation to training students’ real abilities of using English is tending to further spread. The purpose of this study is to investigate the impacts and effects of stratified teaching which are based on the real practice of Hutang Experimental Middle School. The use of questionnaire and intensive interviews of teachers conduct a survey of advantages and disadvantages of stratified teaching by comparing with the traditional teaching patterns. These researches provide the empirical evidences for effective application of this new teaching pattern. Furthermore, some effective suggestions are put forward in the end in order to find the reasons why stratified teaching practice has remained a theoretical target in China so far. With the further development of educational and pedagogical criterion, it is believed that we could get a contrastively perfect stratified teaching administrative mode finally.
Key words: Junior middle school; stratified teaching; teaching impacts and effect
CONTENTS
Abstract
摘要
1. Introduction1
2. Literature Review.2
2.1 Requirements for New English Curriculum Criterion
2.2 Stratified Teaching
2.2.1 Definition of Stratified Teaching
2.2.2 Researches on Stratified Teaching
2.2.2(i) Studies Done at Aboard
2.2.2(ii)Studies Done at Home
2.3 The Theoretical Bases of Stratified Teaching
3. Methodology.6
3.1 Research Questions
3.2 Research Designs
3.2.1 Questionnaire
3.2.1.1 Subjects
3.2.1.2 Instrument
3.2.1.3 Data Collection and Data Analysis
3.2.2 Interview
3.2.2.1 Sunjects
3.2.2.2 Instrument
3.2.2.3 Data Collection and Data Analysis
4. Results and Discussion 8
4.1 Results and Discussion about the Questionnaire
4.1.1 Improving Students’ Recognition and Fitness
4.1.2 Advantages of Stratified Teaching
4.1.3 Effects of Stratified Teaching
4.1.4 Problems Remained of Stratified Teaching
4.1.5 Differences between Boys and Girls Reflecting in
Questionnaire
4.2 Results and Discussion about the Interview
4.2.1 External Factors
4.2.2 Teaching Pattern
4.2.3 Implementation Approach
5. Suggestions17
5.1 Criterion of Stratification in Stratified Teaching
5.2 Teaching Process and Assignment of Stratified Teaching
5.3 Staff Arrangement of Stratified Teaching
5.4 Evaluation Method of Stratified Teaching
5.5 Ideological Mobilization of Stratified Teaching
6. Conclusion18
6.1 Findings
6.2 Limitations
6.3 Suggestions for Further Research
References .20
Appendix .21
Acknowledgments. 22