The influence of graded English teaching reform on students’ cognition of classroom environment

Abstract

Curriculum reform is not only the change of teaching content and teaching methods, but also the change of people. This study uses quantitative research methods to analyze the graded teaching and students’ cognition of the classroom environment. It is found that graded teaching has a certain impact on learners with different English proficiency. Among them, the higher the level of English, the higher the perception of the classroom environment. The teacher’s response to different levels of classroom will affect students’ classroom cognition and English learning effect. In order to further promote the development of graded English teaching reform, this study puts forward suggestions from three aspects: Learners’ learning needs, learning motivation and learning support.