A Study on the Application of the Stratified Teaching Model in the Design of English After-School Assignments in Junior High Schools

Abstract

With the progress of the reform of the basic education curriculum, the design of English after-school homework in junior high school has gained more attention. Traditional homework does not consider the different language abilities of the students. A teaching method that takes into account the differences among students is the stratified teaching model, and now it has been applied to homework. This paper studies the application of the stratified teaching model in the design of English after-school assignments for junior high school students and elaborates on this application from the following three aspects: theoretical basis, component structure and implementation mechanism. This paper introduces the idea of stratified teaching and how it can be applied in the design of assignments. The three components of the three levels of stratification are: diagnosis of learning conditions, regulation of cognitive load and development of metacognition. At the level of implementation, it studies how student stratification mobility works, the distribution of teacher roles, all kinds of feedback channels, and so on. The purpose of this paper is to provide a theoretical basis for the design of English after-school assignments in junior high school and to promote the shift in assignments from instruments for knowledge consolidation to means for cultivating language ability.