本文以分层教学模式的应用现状为研究背景,尝试探讨分层教学模式中教师的分

This paper takes the application status of the layered teaching model as the research background, and tries to explore the effectiveness of the teacher's layered teaching design in meeting the writing learning needs of different students in the layered teaching model. Then discuss the implementation status of hierarchical writing teaching, teaching problems and reasons, and put forward corresponding teaching suggestions. The author first introduces the definition and teaching principles of hierarchical teaching, and reviews the relevant research at home and abroad. In this study, the author selected 178 students and three in-service teachers from Chaozhou Hanwen Experimental School, and conducted a two-month research through interviews, classroom observations and questionnaires. Through the research results, it is found that layered writing teaching can stimulate students' interest and self-confidence in writing, and students' writing ability can also be improved. However, in order to take care of the comprehension ability of students with low ability level, teachers have reduced the content of English writing teaching too much, resulting in the lack of English language environment, so the improvement of writing ability of students with low ability level is not obvious.

This article takes the current application status of hierarchical teaching mode as the research background, and attempts to explore the effectiveness of teachers' hierarchical teaching design in hierarchical teaching mode in meeting different students' writing learning needs. Subsequently, discussions will be conducted around the current implementation status, teaching problems, and reasons of hierarchical writing teaching, and corresponding teaching suggestions will be proposed. The author first introduces the definition and teaching principles of hierarchical teaching, and reviews relevant research at home and abroad. In this study, the author selected 178 students and three in-service teachers from Chaozhou Korean laboratory school to conduct a two month study through interviews, classroom observation and questionnaires. Through the research results, it was found that hierarchical writing teaching can stimulate students' interest and confidence in writing, and their writing ability can also be improved. However, in order to cater to the understanding ability of students with low proficiency levels, teachers have excessively reduced the content of English writing teaching, resulting in a lack of English language environment. Therefore, the improvement of writing ability of students with low proficiency levels is not significant.

Based on the application status of hierarchical teaching mode, this paper attempts to explore the effectiveness of teachers' hierarchical teaching design in hierarchical teaching mode to meet the writing learning needs of different students. Then, it discusses the current situation, teaching problems and reasons of hierarchical writing teaching and puts forward corresponding teaching suggestions. Firstly, the author introduces the definition and teaching principles of hierarchical teaching, and reviews the relevant research at home and abroad. In this study, the author selected 178 students and three in-service teachers from Chaozhou Korean Experimental School, and conducted a two-month study through interviews, classroom observation and questionnaires. Through the research results, it is found that hierarchical writing teaching can stimulate students' interest and confidence in writing, and students' writing ability can also be improved. However, in order to take care of the students' comprehension ability, teachers have reduced the teaching content of English writing too much, resulting in the lack of English language environment, so the improvement of students' writing ability is not obvious.