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On  the  basis  of the previous theoretical research, this study mainly investigates the current implementation situation  of Covertly Stratified English Teaching in junior middle school,  analyzes  and  summarizes  its  achievements  and  shortcomings  in  practical application, and further discusses the corresponding solutions for its  further improvement. In  a  theoretical  sense,  this  study  can  not  only  enrich  the  content  of  Covertly  Stratified English Teaching from the theoretical level, but also provide relevant theoretical basis and practical reference for further studies.

Chapter 2  Literature Review

2.1 Related Definitions of Stratified Teaching

2.1.1 Definition and Classification of Stratified Teaching

There  are  various  expressions  of  Stratified  Teaching,  such  as  ability  grouping, tracking, streaming, grouping, setting, etc. During the development of Stratified Teaching in  history,  its connotation and  forms have  been constantly enriched, and  it  is difficult to define its concept accurately nowadays. In short, Stratified Teaching means that  teachers scientifically  divide  students  into  different  groups  according  to  their  knowledge  basis, ability  level and potential tendency  and treat them differently. These groups get the best development  in  the  appropriate  stratification  strategy  and  interaction  of  teachers  (Hu Qingfang,  2016).  Stratified  Teaching,  in  fact,  has  become  a  general  pronoun  nowadays, from  its  initial  hierarchical  teaching  to  a  variety  of  forms  to  adapt  to  the  changing requirements of education and teaching. 

Among them, the following modes have a deep influence in educational development: 

(a)  Class-streaming  Teaching:  on  the  premise  of  maintaining  original  teaching administrative class, students in several classes are divided into multiple groups based on their  knowledge  and  ability  level,  so  that  they  can  carry  out  class  streaming  learning according to their own levels and accept the same content but different breadth and depth of teaching  content,  while  other  disciplines  continue  to  be  completed  in  the  original administrative class.

(b)  Stratified  Monitoring:  it  mainly  emphasizes  that  students  choose  the corresponding learning level by  themselves  based on their own learning situations.  At the end  of  the  semester,  a  level-adjustment  will  be  made  by  school  according  to  students’ efforts and the status of follow-up本论文由英语论文网提供整理，提供论文代写，英语论文代写，代写论文，代写英语论文，代写留学生论文，代写英文论文，留学生论文代写相关核心关键词搜索。