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高中英语班内隐性分层教学的实证研究.docx

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高中英语班内隐性分层教学的实证研究 Title:EmpiricalStudyonImplicitStratifiedTeachinginHighSchoolEnglishClass Introduction: Teachingisadynamicprocessthatcontinuallyevolvestomeetthechangingneedsofstudents.Inrecentyears,therehasbeenagrowinginterestinexploringdifferentteachingmethodstoaddressthediverseabilitiesandlearningstyleswithinaclassroom.Onesuchmethodisimplicitstratifiedteaching,whichfocusesontailoringinstructiontomeetindividualstudentneedsandpromoteamoreinclusiveandeffectivelearningenvironment.ThispaperaimstoprovideanempiricalstudyontheeffectivenessofimplicitstratifiedteachinginahighschoolEnglishclass. 1.Background: 1.1DescriptionofImplicitStratifiedTeaching: Implicitstratifiedteachingisaninstructionalmethodthatrecognizestheindividualdifferencesinstudents'abilitiesandadaptsteachingstrategiesaccordingly.Itinvolvesidentifyingvariouslevelsoflearnerswithinaclassroomandprovidingdifferentiatedinstructiontocatertotheirspecificneeds. 1.2ImportanceoftheStudy: ThestudyofimplicitstratifiedteachinginahighschoolEnglishclassissignificantduetotheever-growingheterogeneityofstudents'abilitiesandlearningstyles.Thisteachingapproachaimstocreateamoreinclusiveclassroomenvironment,promoteactivelearning,andenhancestudents'overallacademicperformance. 2.Methodology: 2.1Participants: Thestudywasconductedwithasampleofhighschoolstudentsfromdiversebackgrounds,includingdifferentlearningabilitiesandlanguageproficiencylevels. 2.2ExperimentalDesign: Thestudyfollowedaquasi-experimentaldesignwithapre-testandpost-testapproach.Theparticipantsweredividedintotwogroups:theexperimentalgroup,whereimplicitstratifiedteachingwasutilized,andthecontrolgroup,wheretraditionalteachingmethodswereemployed. 2.3Procedures: Theexperimentalgroupreceivedimplicitstratifiedteaching,whichinvolveddiagnosticassessments,personalizedinstructionalstrategies,anddifferentiatedassignmentsbasedonindividualneeds.Thecontrolgroupreceivedtheconventionalteachingapproach,withuniforminstructionforallstudents. 2.4DataCollection: Datawascollectedthroughpre-t