随着新英语课程标准（2017）的发布和核心素养的提出，教育届对学生阅读能力的要求也相应提高。例如，目前强调以学生为中心，教师需要引导学生进行批判性和深入的思考。但是，在传统英语阅读教学中，教师往往会主导课堂并采用“一刀切”的教学方法，从而忽略了学生的个体差异，导致学习和教学效率低下。

为了改善此类问题，BOPPPS教学模型和分层-参与式教学法应运而生。BOPPPS模型由Douglas Kerr团队（Russell，2004）首次引入，该模型强调教师的有效教学和学生的深度参与。而分层-参与式教学是分层教学法与参与式学习法的结合，将学生分为A（高），B（中），C（低）三个层次并关注学生的个体差异，强调他们的充分参与。因此，本研究将分层-参与式教学方法与BOPPPS教学模式相结合，首先，探究基于BOPPPS模式的分层-参与式教学方法是否比传统方法更能提高学生的阅读能力，其次，研究这种方法是否能改变学生对学习英语阅读的态度。

被试者是100名来自xxxxx中学的高一学生，分为实验组(EG)和对照组(CG)。实验组采用了新的教学方法，即基于BOPPPS模型的分层-参与式教学方法，而CG则采用了传统的PWP教学模式。整个实验持续了12周。本研究采用了阅读能力测试卷、问卷调查和访谈法。研究者在实验前后分别对实验组和对照组的学生进行了阅读能力测试，以研究基于BOPPPS模式的分层-参与式教学方法对提高学生阅读能力的有效性。随后通过问卷调查和访谈的方式，了解实验组学生对英语阅读学习的态度变化。

结果表明，与对照组相比，实验组学生的阅读能力得到了提高，展现出显著性差异（Sig.2-tailed = 0.003, 0.032<0.05），并且各个层次的学生阅读分数都得到了提高，特别是C层学生。此外，实验组学生对英语阅读的学习态度展现出积极变化，尤其是他们课堂参与度有所增加。因此，可以得出，首先，这种新的教学方法对提高学生阅读能力更有效，其次，它能改善学生对英语阅读学习的态度。最后，研究者在本研究基础上，提出了几点启示和建议，为进一步的研究提供一些参考。

Along with the issue of the New English Curriculum Standard (2017) and Key Competences, higher requirements have been placed on students’ reading ability. For example, students are now viewed as the learning center and teachers are regarded as assistants to guide students to think critically and deeply. However, in traditional reading class, teachers tend to dominate the class and apply one-size-fits-all method, which ignore students’ individual differences and cause low-efficiency teaching and learning.

To improve the situation, BOPPPS model and stratified-participatory teaching method are introduced. BOPPPS model was first introduced by Douglas Kerr’s team (Russell, 2004), which emphasized on teachers’ effective teaching and students’ deep participation. And stratified-participatory teaching method was the combination of stratified teaching method and participatory learning method, which stratified students into A (Higher), B (Middle), C (Lower) three levels and focused on students’ individual differences and stressed their full participation. Therefore, the present study combined stratified-participatory teaching method and BOPPPS model together to find out, firstly, whether stratified-participatory teaching method based on BOPPPS model can improve students’ reading ability compared with the traditional method, and secondly, whether it can change students’ attitudes towards English reading.

The participants were 100 senior-one students from xxxxx school, and they were divided into experimental group (EG) and control group (CG). For EG, the new teaching method, namely, stratified-participatory teaching method based on BOPPPS model was used, while for CG, the traditional PWP teaching model was applied. The whole experiment lasted 12 weeks. The reading ability tests, questionnaires and interview were adopted in the research. The tests were used in EG and CG before and after the experiment to explore the effectiveness of stratified-participatory teaching method based on BOPPPS model in improving students’ reading ability. And the questionnaires and interview were used in EG to check the changes of students’ attitudes towards English reading.  

The results suggested that, compared with CG, students’ reading ability improved and showed a significant difference (Sig.2-tailed=0.003, 0.032<0.05) in EG, and all levels’ students’ scores increased, especially for C level students. What’s more, students’ attitudes towards English reading improved in EG, especially their participation degree in the class increased. Therefore, it can be concluded that, firstly, this new teaching method can be more effective in improving students’ reading ability, and secondly, it can also improve students’ attitudes towards English reading. Finally, several implications and suggestions based on the present study were presented to provide some inspiration for further researchers.