[Keywords:] rural junior high school English individual differences
Firstly, it analyzes the present situation of English teaching in rural middle schools.
1. On the one hand, rural students have never learned English in primary schools, and they are usually not exposed to English. When these students come to middle school, most of them lack the motivation to learn, and think that learning English is useless and they have no English foundation at all. 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.
On the other hand, after being exposed to English for a period of time, some students find that junior high school English is more difficult and demanding, and they encounter many difficulties in learning, so they no longer have curiosity and freshness about English and lose interest and confidence in learning English. Some students often can't finish their homework, don't review after class, have poor self-management ability and poor study habits. Most parents seldom cooperate with teachers to supervise their children's study. They believe that children's academic performance is the responsibility of schools and teachers, and has nothing to do with parents, which leads to the failure of these students to give full play to their potential.
2, rural junior high school classes are too large, the number of students is too large, and teaching time is limited. Teachers can't take care of every student, and there is not much time to communicate with students after class, which weakens the emotional connection. This not only makes it difficult for a few students to meet their psychological needs, but also makes them feel neglected by teachers. In the long run, their enthusiasm for learning will disappear, thus affecting the classroom atmosphere, making classroom teaching unable to be carried out effectively, leading to teachers' teaching and learning. Therefore, the same teacher has taught the same content to the students in the same class. Some students get excellent grades, while others have difficulties in learning. Some students like English, while others hate it. Even mentioning English gives them a headache, which leads to obvious individual differences among students and a large number of underachievers.
All these have brought us many difficulties in English teaching in rural junior middle schools, and brought us all kinds of difficulties in completing teaching tasks and achieving new teaching goals.
Second, the significance and role of hierarchical teaching
In 2002, the new English curriculum standard issued by the Ministry of Education put forward: "The development of students is the starting point and destination of English curriculum, and the idea of taking students as the main body is highlighted 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, on the basis of goal classification and driven by formative evaluation, giving full play to the guiding role of teachers, mobilizing students' learning enthusiasm and emphasizing students' learning gains and personality development. Let every student experience the joy of learning success to varying degrees, enhance students' self-confidence in learning English, improve their enthusiasm and initiative in learning English, and finally achieve the goal of making progress and learning well, so that English teaching tasks can be completed smoothly and efficiently, thus improving the quality of English teaching on a large scale.
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; As far as the teaching effect is concerned, students at all levels are expected to have 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 can mobilize students' learning enthusiasm at multiple levels, enhance students' competitiveness, dilute the form, pay attention to reality, and have the functions of guarding the top, promoting the middle and making up for the poor students.
So how to implement hierarchical teaching in rural junior high schools?
(A) student stratification
Different from fast and slow class teaching, stratified teaching divides students into three levels according to their individual psychological characteristics, learning motivation, interests, habits, ability to accept knowledge and academic performance on the premise that the class students are unchanged. Grade A is an excellent student, with solid basic skills, strong learning ability, strong acceptance ability, strong interest in English and excellent results in the final exam. Grade B is a middle school student, who is enterprising in English learning and has certain learning ability and development potential, but his acceptance ability is slightly poor and his foundation is not solid. He needs the help of teachers and classmates to give him some supervision and guidance. C-level students have unconscious learning, poor foundation, slow thinking, learning obstacles and poor test scores.
Then, according to the actual situation of the class, these three types of students are arranged into several groups, and the A-level students are set as team leaders. Each group leader is responsible for one or two B and C students, and is responsible for supervising and checking their homework, reciting texts and answering questions. However, this level is not static and can be adjusted at any time according to the development situation. In this way, setting up groups at different levels can improve students' enthusiasm for learning English, stimulate their inner potential and stimulate their motivation, and their English level will soon be improved.
(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 in lesson 18 of the first volume of the second day of junior high school, "Do you think it is good for animals to stay in cages?" The last 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 cage or in the forest before class? In class, I will review the comparison grades first, ask a series of simple comparison grades, and then introduce which do you think is better in the cage or in the forest? This question can keep students in Group B and Group C from being caught off guard, and through which do you think is better, cage or forest? Question, group C students can answer that I think it is better in the forest, while 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 this question in layers: When was Bill Gates born? (Group C) What's his favorite subject? (Group B) What did he do 13? (Group C) 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 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 has proved 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.
The polarization of students' learning situation is easy to appear in junior middle school English teaching. Teach students in accordance with their aptitude. The application of stratified teaching in rural junior high schools can better reflect this teaching concept. In order to protect some students' self-esteem and self-confidence and stimulate their enthusiasm for learning, I can adopt the method of recessive layered teaching, that is, the teaching objectives, teaching contents, teaching activities and teaching tasks are layered in the same class, so that students of different levels can experience success, exert their potential and get the greatest development in cooperative learning. Although hierarchical English teaching has been put forward for many years, there are not many schools that actually implement hierarchical English teaching in rural junior high schools, and some teachers are confused in the process of implementation. I think it is necessary to talk about hierarchical teaching again.
[Keywords:] student differences, stratification, recessive, stratified rural English
Firstly, it analyzes the present situation of English teaching in rural middle schools.
1. Now primary school begins to learn English in grade three, and it has been four years since I entered junior high school. This determines that they come to junior high school and have a very good foundation in English. There is even a two-level differentiation. 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. Many students find that junior high school English is more difficult to learn than primary school English, and there are few classroom activities and high requirements, so they encounter many difficulties in learning, and they no longer have curiosity and freshness about English, and lose their interest and confidence in learning English. In addition, due to the shortage of teachers, some primary school English teachers are often Chinese or math teachers, and English classes are often occupied by Chinese or math. At the same time, because they are non-professional teachers, it is easy to cause inaccurate pronunciation, which brings great difficulties to middle school teachers to correct English pronunciation.
2. Rural junior high school students are insufficient. On the one hand, the construction of new countryside provides a material basis for the change of teaching facilities and teaching conditions in rural middle schools. At the same time, because farmers are getting richer, many rural children spend high prices to study in county schools or some private schools, and often private schools recruit better students. In this way, there are few students admitted to key high schools in rural junior high schools because of poor students, which will form a vicious circle in the long run.
3. There are great regional differences among students, and the starting point is uneven. The construction of new countryside has put farmers on the road to happiness. But we can't ignore reality. It is also a new countryside, and the rural economic construction in coastal areas has developed more rapidly. Although the country has stepped up its efforts to help the poor, for a long time, due to the uneven development caused by regional differences, many migrant workers still come to work in cities or rural areas with rapid development in coastal areas. Most of their children are in junior high schools in towns and villages here. In this way, there are many migrant workers in primary and secondary schools in the new countryside. According to statistics, the number of migrant workers in our school has increased by 25% every year in recent years. Most of these students come from different provinces, and most of them have poor English foundation. Some of them have never learned English.
4. Family education can't provide strong support for English teaching. Some students often can't finish their homework, don't review after class, have poor self-management ability and poor study habits. Most parents seldom cooperate with teachers to supervise their children's study. They believe that children's academic performance is the responsibility of schools and teachers, and has nothing to do with parents, which leads to the failure of these students to give full play to their potential.
5, rural junior high school classes are too large, the number of students is too large, and teaching time is limited. Teachers can't take care of every student, and there is not much time to communicate with students after class, which weakens the emotional connection. This not only makes it difficult for a few students to meet their psychological needs, but also makes them feel neglected by teachers. In the long run, their enthusiasm for learning will disappear, thus affecting the classroom atmosphere, making classroom teaching unable to be carried out effectively, leading to teachers' teaching and learning. Therefore, the same teacher has taught the same content to the students in the same class. Some students get excellent grades, while others have difficulties in learning. Some students like English, while others hate it. Even mentioning English gives them a headache, which leads to obvious individual differences among students and a large number of underachievers.
All these have brought us many difficulties in English teaching in rural junior middle schools, and brought us all kinds of difficulties in completing teaching tasks and achieving new teaching goals.
Second, the significance and role of hierarchical teaching
In 2002, the new English curriculum standard issued by the Ministry of Education put forward: "The development of students is the starting point and destination of English curriculum, and the idea of taking students as the main body is highlighted 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, on the basis of goal classification and driven by formative evaluation, giving full play to the guiding role of teachers, mobilizing students' learning enthusiasm and emphasizing students' learning gains and personality development. Let every student experience the joy of learning success to varying degrees, enhance students' self-confidence in learning English, improve their enthusiasm and initiative in learning English, and finally achieve the goal of making progress and learning well, so that English teaching tasks can be completed smoothly and efficiently, thus improving the quality of English teaching on a large scale.
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; As far as the teaching effect is concerned, students at all levels are expected to have 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 can mobilize students' learning enthusiasm at multiple levels, enhance students' competitiveness, dilute the form, pay attention to reality, and have the functions of guarding the top, promoting the middle and making up for the poor students.
Third, why should junior high school English teaching implement hidden hierarchical teaching?
In the usual teaching, we find that although students' physical and mental development has the same characteristics, there are individual differences, even prominent differences, in the development level of personality, temperament, knowledge and intelligence. In the traditional teaching form of class teaching, due to the influence of class size, teaching time, teaching content, teaching progress and many other factors, teachers often take a "one size fits all" approach to teaching, ignoring the individual differences of students, hindering the development of high-level students' thinking and cognitive level, so that they can not be fully developed. Low-level students are forced to complete their learning tasks due to the schedule and content, and some students are "not enough to eat". To this end, some schools began to try to divide classes according to students' learning level and implement hierarchical teaching. This teaching method, which emphasizes the combination of * * * and differences and teaches students in accordance with their aptitude, shows certain advantages in some aspects, but it also brings new problems and puzzles in class management, teaching content, evaluation methods, understanding and support of students and parents. Therefore, how to realize hierarchical teaching in the same class has become the focus of many teachers and teaching managers.
Educator Bloom believes that as long as students are given enough study time, 95% of them can meet the requirements of teaching regulations. The difference lies only in the speed of mastering, not in whether they can learn. This theory tells us that every student, including students with learning difficulties, has learning potential, and teachers' teaching should be conducive to the development of students' potential. If students are clearly divided into different levels according to their academic achievements in the class, it is easy to hurt some students' self-esteem, dampen their enthusiasm and self-confidence, and it is difficult to implement hierarchical teaching in the class. Therefore, implicit stratification provides us with another choice.
Fourthly, how to implement implicit hierarchical teaching in junior high school English teaching?
1. According to students' personality characteristics, the implicit emotions are stratified.
The influence of emotion on foreign language learning is at least as important as cognitive skills, or even more important. Without the effect of emotion, even if there is good learning potential, the enthusiasm for learning will not be mobilized. Placing students at the emotional level they accept properly can stimulate their enthusiasm for learning and tap their learning potential. For students with strong learning ability and excellent grades, let them feel the trust and higher expectations of teachers in their usual classroom activities, let them demand themselves with higher standards, and actively help students with weak learning ability with teachers. For secondary school students, we should let them feel the teacher's concern for them in various ways, and believe that they can become excellent students through their own efforts. Teachers should also create opportunities for them to show their progress. For students with learning difficulties, we should let them feel the care and unremitting help of teachers in various ways, praise their little progress in time, and encourage their failure with encouraging words. Some students are introverted and don't like to show themselves and communicate with their classmates. Some students have strong self-esteem and are afraid of making mistakes and making jokes. Therefore, after understanding students, teachers should divide students into introverted, extroverted, confident and unconfident types and give them different emotional care. For example, talk or encourage and praise the introverted students with poor foundation, so that they can deeply feel the teacher's concern and expectation, stimulate their interest in learning and enhance their learning motivation. For students with strong self-esteem, we should guard against some teaching behaviors that hurt self-esteem. For extroverted and confident students, let them feel the trust of teachers through emotional communication. Different students should have different emotional strategies in order to get the emotional closeness they need and stimulate their learning potential.
2. Implicit stratification of students' learning level and learning ability.
Students' learning level and learning ability are different, which is related to their long-term learning attitude, learning habits and learning strategies. This difference is hard to change for a while. So we should divide them into several layers according to their differences. For top students, they can "tell what to do" in teaching. These students have a solid foundation and good thinking quality. Let them do it boldly, with self-study as the mainstay and counseling as the supplement, tap the learning potential and cultivate self-study ability. For example, when learning the content of a topic, supplement the content of the textbook a little, and guide them to summarize and find problems by themselves. Take the initiative to draw inferences about the content of the text and expand the learning content through multiple channels. For middle-level students, we should "lead the way". The basic learning ability of these students is worse than that of excellent classes. Therefore, in class, we should explain the problems they don't understand in depth and in detail, so that they can fully understand. For example, when explaining important sentence patterns, phrases and grammar, we should pay attention to their understanding and comprehension, give them more opportunities to practice and show when using exercises, and strive for their ability to draw inferences from what they have learned. For students with learning difficulties, we should "walk with help". These students have poor basic learning ability, so we should always pay attention to their attention and classroom participation in class, and remind them to listen carefully and actively participate in classroom activities in time. Let them complete simple tasks and experience the joy of success. Of course, we also need all kinds of extra-curricular attention and counseling. We should pay more attention to these students and help them overcome their inferiority complex, build up their self-confidence and build up their psychological advantages.
3. 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 in lesson 18 of the first volume of the second day of junior high school, "Do you think it is good for animals to stay in cages?" The last 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 cage or in the forest before class? In class, I will review the comparison grades first, ask a series of simple comparison grades, and then introduce which do you think is better in the cage or in the forest? This question can keep students in Group B and Group C from being caught off guard, and through which do you think is better, cage or forest? Question, group C students can answer that I think it is better in the forest, while 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 this question in layers: When was Bill Gates born? (Group C) What's his favorite subject? (Group B) What did he do 13? (Group C) 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 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, homework 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.