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 advancement of the basic education curriculum reform, the design of English after-school assignments in junior high schools has attracted considerable attention. Traditional assignments fail to address the objective differences in students' language abilities. As a teaching strategy that respects individual differences, the stratified teaching model provides a new theoretical perspective for assignment optimization. This study focuses on the application of the stratified teaching model in the design of English after-school assignments in junior high schools, and it elaborates on this application from three dimensions: theoretical basis, component structure, and implementation mechanism. At the theoretical level, this study explains the connotation of stratified teaching and its interactive logic with assignment design. At the component level, it deconstructs the core elements of stratified assignments from three dimensions: diagnosis of learning conditions, regulation of cognitive load, and development of metacognition. At the implementation level, it explores the operational mechanisms of student stratification mobility, teacher role configuration, and multiple feedback pathways. This study aims to provide a theoretical reference for the design of English after-school assignments in junior high schools and to promote the transformation of assignments from tools for knowledge consolidation into vehicles for language ability development.